Hope college 1985 1986 catalog by Hope College Library

HOPE COLLEGE H O L L A N D , M I C H I G A N 4 9 4 2 3 / T E L E P H O N E (616)392-5111 Volume No. 121

a four-yearcoeducationalliberal

artscollegeaffiliatedwiththe ReformedChurchinAmerica Published August 1,1985

NOTICE O F NONDISCRIMINATION Hope College is committed to the concept of equal rights, equal opportunities, and equal protection under the law. Hope College admits students of any race, color, national and ethnic origin, sex, creed or handicap to all the rights, privileges, programs and activities generally accorded or made available to students at Hope College. Itdoes not discriminate on the basis of race, color, national and ethnic origin, sex, creed or handicap in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other schooladministered programs. With regard to employment, the College complies with all legal requirements prohibiting discrimination in employment.

H O P E C O L L E G E C A L E N D A R 1985-86 Fall Semester (1985)

August 23, Friday August 24, Saturday August 24, Saturday August 24-26, Sat.-Mon. August 27, Tuesday August 27, Tuesday September 2, Monday September 4, Wednesday October 4, Friday *October 9, Wednesday October 16, Wednesday October 18-20, Fri.-Sun. November 1-3, Fri.-Sun. November 6, Wednesday November 18-22, Mon.-Fri. November 28, Thursday December 2, Monday December 6, Friday December 9-13, Mon.-Fri. December 13, Friday December 18, Wednesday January 24, Friday

Faculty Conference Residence Halls Open, 8 a.m. Freshman Orientation Begins . Freshman Orientation Late Registration 10 a.m.-Noon DeWitt Lobby ClassesBegin, 8 a.m.; Formal Convocation (evening) Labor Day, classes in session Last Day to Enroll for Credit; Last Day to Drop Classes Fall Recess Begins, 6 p.m. Fall Recess Ends, 8 a.m. Mid-Term Grades Due in Registrar’s Office, 4 p.m. Homecoming Weekend Parents’Weekend Last Day to Withdraw with a ”W ” Grade Thanksgiving Recess Ends, 8 a.m. Last Day of Classes Semester Examinations Residence Halls Close, 7 p.m. Final Grades Due in Registrar’s Office, Noon Incompletes from the First Semester not mad e up become an ‘'F”

Spring Semester (1986)

January 5, Sunday January 6, Monday January 7, Tuesday January 16, Thursday February 14, Friday * February 19, Wednesday February 26, Wednesday March 6, Thursday March 14, Friday March 21, Friday April 1, Tuesday April 1, Tuesday April 7-11, Mon.-Fri. I April 25, Friday April 28-May 2, Mon-Fri. May 3, Saturday May 4, Sunday May 4, Sunday May 7, Wednesday June 13, Friday

Residence Halls Open, Noon Late Registration, 2-4 p.m. ClassesBegin, 8 a.m. Last Day toBnroll for Credit; Last Day to Drop Classes Winter Recess Begins, 6 p.m. Winter Recess Ends, 8 a.m. Mid-Term - - o - - -Due - - -in- Registrar’ - - - - - - - -s- Office, - - - - - -4 -p.m. .- -Grades Grade Residence Halls Open, Noon Spring Recess Ends, 8 a.m. Registration for Fall Semester 1986-87 M ay Day; Classes Dismissed at 12:30 p.m. Semester Examinations Alumni Day Baccalaureate and C o m mencement ' Residence Halls Close, 7 p.m. Final Grades Due in Registrar’s Office, Noon Incompletes from Second Semester not made up become a n 'r ”

'Monday schedule in effect M a y T e r m (1986)

May 5, Monday M ay 5, Monday M ay 23, Friday

Registration & Payment of Fees, 8:30 a.m.-l 1 a.m., . DeWitt Lobby Classes B ^ i n in Afternoon at 1 p.m. May Term Ends

June T e r m (1986)

M ay 27, Tuesday M ay 27, Tuesday June 13, Friday

Registration & Payment of Fees, 8:30 a.m.-IO a.m., DeWitt Lobby Classes Begin in Afternoon at 1 p.m. June Term Ends

S u m m e r Session (1986)

June 16, Monday June 16, Monday July 4, Friday July 25, Friday

Registration & Payment of Fees, 8:30 a.m.-IO a.m., DeWitt Lobby Classes begin according to abbreviated schedule Classes Not in Session S u m m e r Session Ends

TABLE O F C O N T E N T S C A L E N D A R (1985-86). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 H O P E AT A G L A N C E . . . . . . . . . . . . •. . . . . . . . . . . . . . . . . . . . . . . . . . . . . H O P E ’S R E A S O N F O R BEING . .. . . . . . . . . . . . . . . . . . . . . . . . . . -S HOPE PEOPLE............................. Faculty... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ® Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A C A D E M I C E X C E L L E N C E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 T H E C A M P U S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 C A M P U S S E R V I C E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... C A M P U S LIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . =3 ADM I S S I O N T O H O P E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FINANCIAL AID T O S T U D E N T S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S'* S T U D E N T E X P E N S E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 T H E D E G R E E P R O G R A M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 G E N E R A L A C A D E M I C R E G U L A T I O N S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ACADEMIC S E S S I O N S ........................................ H O OFF-CAMPUS STUDY P R O G R A M S ................................ H 2 THE CURRICULUM _ A r t . . . . . . . . . . . . . . . . . . . . ■:. . . . . . . . . . . . . . . . . . . . . . . . . . .... 20 ’24 Biology. . . . . . . . . . . . .

Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H I Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ’|6 Bftglish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foreign Languages & Literature .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Interdisciplinary Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... . . . . . . . . . . 218 Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Physical Education & Recreation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Physics .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 Sociology and Social W o r k . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . " ' Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... . . . . . . . . . . . 262 P R E - P R O F E S S I O N A L P R O G R A M S .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 DIRECTORIES The Board of Trustees . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 275 The Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Administrative Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Alumni Association. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 804 HONORSANDAWARDS Scholarships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 805 Honors and Awards (Students). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 816 Honors and Awards (Faculty & Staff). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823 E N R O L L M E N T R E P O R T (1984-85). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 C A M P U S M A P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 828 I N D E X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 830 C O R R E S P O N D E N C E D I R E C T O R Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

H O P E AT A G L A N C E

In 1851, four years after settlers from the Netherlands founded Holland on the eastern shore of Lake Michigan, a school w a s established to meet the educational needs of the young colony. Battling hostile forces in an untamed land, the Dutch settlers were sustained by a love of liberty and devotion to G o d that set the guidelines for their n e w institution. This Pioneer School evolved into the Holiand Academy, which in 1862 enrolled itsfirstcollege class. O n M a y 14,1866, the institution w a s chartered as H ope College, and on July 17,1866, the first class of eight students w a s graduated. Today H o p e College is a distinguished and distinctive liberal arts, four-year, under graduate college, affiliated with the Reformed Church in America. Its great religious heritage is expressed through a dynamic Christian community — students and teachers vitally concerned with a relevant faith that changes lives and transforms society. T h e curriculum offers a variety of courses in 36 major fields leading to the Bachelor of Arts, Bachelor of Music, Bachelor of Science, or Bachelor of Science in Nursing degree. The College has long been known for outstanding pre-professional training. Each year m a n y graduates go on to further study in the leading graduate schools here and abroad; others directly enter professions. H o p e College is fully accredited by the North Central Association of Colleges and Secondary Schools, the National Council for Accreditation of Teacher Education, the American Chemical Society, the National Association of Schools of Art, the National Association of Schools of Music, the American School of Classical Studies at Athens, and other agencies. H o p e is a m e m b e r of the Michigan Intercollegiate Athletic Association and fields var sity teams for m e n and w o m e n in 17 sports. A n active intramural program is also of fered.

H O P E ’S R E A S O N F O R BEING H O P E occupies a special place in the vast array of educational opportunities in the United States. It m a k e s its contribution to the vitality and diversity of American higher educa tion through the distinc tiveness of its educational philosophy and program. For more than a century, H o p e has cherished the conviction that life is G o d ’s trust, a trust which each of us is called to activate per sonally by an insistent con cern for intelligent involve ment in the h u m a n c o m munity and its problems. H o p e ’s reason for being is each individual student. Its purpose is the growth and development of each stu dent as a competent, crea tive, compassionate hu m a n being. Its design is to provide full opportunity for the fulfillment of each indi vidual student, not only for his or her self-gratification, but also for what can be given to others in service to G o d and humanity. H o p e holds that a vital faith is central to education and life— that faith provides both the incentive and dynamic for learning and living. H O P E W E L C O M E S able m e n and w o m e n of all social and economic levels. H o p e is interested in students w h o sincerely seek to enlarge their minds, to deepen their commitments, and to develop their capacities for service. H O P E P R O V I D E S an adventure in learning and living, not only for knowledge and wisdom, but for understanding, for meaning, and for purpose. A s a partner in this seeking fellowship, H o p e students find a faculty of professional ly distinguished scholars w h o have a genuine concern for the total development of each student. H o p e ’s finest teachers teach introductory as well as advanced courses. Independent work on a self-directed basis is encouraged.

H O P E O F F E R S a well-equipped and friendly environment. C a m p u s lifepivots around residence halls, which serve as social centers and provide congenial surroundings for students to learn from one another. T h e diversity of student backgrounds, geo graphic and ethnic origins, and personal interests adds variety and richness to the group living experience. A recently restored residence hall, a n e w apartment-style living unit, and major c a m p u s buildings have code-approved accessibility to mobilityimpaired students. M a n y co-curricular activities and cultural events provide a variety of rich opportunities for learning and personal development. H O P E P R E P A R E S m e n and w o m e n w h o are persons in their o w n rights — u n c o m m o n m e n and w o m e n w h o have a personal dignity based on intelligence, a sense of responsibility, and a deeply rooted faith. For more than a century, H ope has sent alum ni to the four corners of the world — alumni w h o have enriched their professions and humanity far out of proportion to their numbers. H o p e graduates aim to go beyond specialization toward a synthesis of all learning into a life of meaning, purpose, and commitment.

PiOPLi

W h e n describing an institution, the tendency is to focus on things which are quantifiable and easily measured, such as enrollment, c a m p u s facilities, and academic programs. A more important aspect of H o p e College is the people w h o m a k e up the college c o m 足 munity. Itis through diverse individuals, such as those featured on the following pages, that the vital nature of a H o p e education finds ex足 pression.

H O P E P E O P L E ... THE FACULTY

I T h e faculty is comprised of m e n and w o m e n of high scholastic attainment w h o have 1 deep concern for the growth and development of students. H o p e ’s faculty insures the quality education which has long been the hallmark of the College. H o p e ’s faculty m e m b e r s serve not only as teachers, but also as counselors, advisors, and friends to students. Outside the classroom, they contribute to the intellectual vi- g I ,tality of the c a m p u s through evenings with students in their homes, “ bull sessions” ; in residence halls or in the c a m p u s coffee shop, colloquia and performances, essays I in theanchor, and m a n y informal contacts with the students. H o p e ’s full-time faculty numbers nearly 150, and approximately 30 individuals serve as part-time teaching associates. This faculty is drawn from approximately 110 dif ferent universities and colleges. Most (78 percent) of the faculty hold completed doc torates or other terminal degrees. The student-faculty ratio is 15:1, assuring students excellent opportunities for learning interaction and personal contact with professors, especially within one's major field of study. Faculty professional activity is encouraged. M e m b e r s of the faculty publish widely: last year 12 professors published books. Several H o p e professors have gained na tional and international stature in fields ranging from parasite-induced h u m a n diseases to social psychology to the writings of author/theologian C.S. Lewis. Recent ly H o p e ’s faculty development program w a s cited in a periodical published by the Association of American Colleges and w a s included in a book entitled EffectiveAp proachestoFacultyDevelopment. In recent years m e m b e r s of the faculty, on their o w n initiative, have conducted semiannual colloquia focusing on selected classic texts, indicating faculty commitment to the improvement of teaching and to the ben efits of interdisciplinary learning encounters.

Nick Perovich Assistant Professes’of Pfiilosophjf

"Philosophy shouldn’t just be a specialist’s discipline,” says Nick Perovich, assistant professor of philosophy. “ ‘W h a t are h u m a n beings like?’ ‘W h a t is the meaning of life?’These are very ultimate questions, not just specialists’questions. Ithink it’s important to have philosophy in the core curriculum because it gives students an opportunity to realize what s o m e very interesting people have had to say about the very s a m e problems w e ’re all bound to c o m e up with sometime.” 10 A faculty m e m b e r since 1980, Perovich has been faculty advisor to the Student Activities Committee and H o p e ’s Mortar Board honor society, as well as teaching various philosophy and interdisciplinary courses. Presently he and his wife Nancy are head residents of Brumler Apartments. “A s an undergraduate Ib e c a m e interested in questions about what there really is and what w e can do about it,” he says, “so Iended up studying philosophy. Iguess it’s the sort of thing everybody feels like doing s o m e of the time — and s o m e of us feel like doing itall the time.” Perovich also loves the movies, often using examples in class from the big screen to illustrate a certain point. ‘‘rve b e c o m e addicted and m y wife is probably more of a movie addict than Iam, so w e reinforce each other.” Using illustrations from movies is one w a y in which he tries to m a k e contact with students — an aspect of teaching he sees as important. “ It s e e m s to m e that the philosophical questions that w e deal with are so compelling that ifonly Icould say the right thing to m a k e students see itfrom their perspective, see h o w these questions affect them and w h y they’re important, they would c o m e alive. A n d a lot of students do.”

Beth Gordon Assistant Professor of Nursing

“ Nursing is very m u c h a holistic concept,” says Assistant Professor of Nursing Beth Gordon. “ Every person is very unique and what Iwant to do in working with students is to let them k n o w that they’re very special and so are their patients.” I Gordon c a m e to the H o p e I Calvin nursing program in 1983, a year after its inception. In 1984, 46 students graduated from the program and all successfully passed state board examinations two months later. In 1985 the program graduated 53 students. Gordon always wanted to be ^ a nurse — even w h e n she wa s veryyoung. “ Ithought itw a s a w a y that I I couid help people. A s Igot older, ' itw a s still a w a y to help people, but itw a s aiso a w a y that icouid both directly and indirectly s h o w them there w a s a G o d w h o cared for them.” A s a m e m b e r of the faculty she works with nursing students both in the classroom and in the hospital. While in the hospital, she is in contact with both student and patient. “ If a student is assigned to a patient w h o ’s had a heart attack. I’m there with the student, helping the student take care of that patient. Italk to the patient and get to give physical care while helping the student.” In her classes she emphasizes what she calls “the art of touching.” “ In our society today, w e ’re often afraid to touch someone. Nurses perform m a n y skills with their hands — giving an injection, changing a bed, hanging an IV. But w e can also use our hands as a w a y to say ‘W e care and are concerned.’Giving a patient a hug, holding hands and letting them cry, or letting them say h o w angry they are is very comforting to them and tells them that w e care and are willing to listen.”

Peter Schakel Professor of English

“ Iattended a small college and liked the closeness of faculty to students and the concern for students as persons,” says Peter Schakel, professor of English and chairperson of the department. “ Idecided that that w a s the sort of situation Iwould like to teach in myself.” Schakel c a m e to H o p e in 1969. W h a t appealed to him then w a s the emphasis faculty m e m b e r s placed on good teaching while still being involved in research and writing. “Scholarship is an important part of m y academic and professional life,” he says. “A n d H o p e has encouraged and supported itthrough the years.” Schakel’s main research interest has been author C.S. Lewis, best known for his Chronicles of Narnia. H e has authored two books on Lewis’ works: one on the Chronicles and the other on Lewis’ last book. Till W e

Have Faces. “ I’ve learned a great deal from Lewis — from the works themselves and his wa ys of approaching things, particularly the w a y he approaches the issue of different ideas and different standards in different time periods. W e tend to think that what’s twentieth-century American is right and use that as a standard forjudging other things. Lewis is always pricking holes in that theory.” Generally, Schakel looks toward literature as a m e a n s of learning about experiences different from our own. “ It’s a crucial corrective against getting completely comfortable with our o w n values as the standard by which the values and ideas of others should be measured, instead of using their outlook to test, enlarge and perhaps improve ours.”

Sharon Mahood Associate Professor of Communication

“Teaching is finding the best w a y you can to deal with people w h o c o m e to you for an education,” says Sharon Mahood, associate professor of communication and the department’s chairperson. “That doesn’t m e a n everybody w h o is in the class will be brought to the s a m e level or that they can or care to be, but m y responsibility is to try to stimulate people and teach them as well as Ican, as m u c h as Ican.” M a h o o d has had two stays at Hope, arriving first in 1975. S h e left in 1978 to pursue a business career in the computer industry, then returned to teaching and H o p e in 1981. “ In the long run, teaching is m u c h more important to m e than selling computers.” S h e decided upon communication as her undergraduate major study because it involved m a n y disciplines. “Communication s e e m e d to be the center of a lot of things,” she n o w says. “A n d I’m interested in everything around it. I’m as interested in television soap operas and h o w they affect our culture as Ia m in the main currents of Western philosophical thought and h o w they affect our lives.” Having taught at three major universities, she concluded that teaching there w a s different from what she wanted itto be. “ Undergraduate teaching there takes a second place to research, and Ifound that to be difficult to deal with in the classroom. Here, there’s a high value on teaching, and Ido have an opportunity to interact with students in a different w a y — there’s a license to b e c o m e involved with students. “ But, on the other side, there’s always the chance that s o m e students could get spoiled by H o p e and the interest H o p e professors have in their well-being. Outside the college community, things are not handed to you. Part of our responsibility as teachers at H o p e is to find w a y s to forewarn students that they must assert themselves, to help them learn they can’t take things for granted in life.”

William Mungall Professor of Chemistry

" W e in the science division and the chemistry department have developed a philosophy where research is a critical part of the student’s training,” says William Mungall, professor of chemistry and chairperson of the department. “And, frankly, that’s one of the things Ifind most enjoyable about working at H o p e — that involvement with students.” Mungall c a m e to H o p e in the fall of 1971 and w a s impressed with both the department and the College as a whole. ^ “ Itappeared to be a school on the m o v e in terms of development and attitudes,” he recalls. “A n d it really offered the opportunity for m e to be active in research and scholarly activity and still value teaching as a part of m y responsibility.” Mungall teaches mainly his specialty, organic chemistry, a class that is part of the program of m a n y science students. “ Ifeel that students are in m y class because they need the material for s o m e purpose above and beyond getting a grade in the class. That puts a responsibility on m e to m a k e sure that Ihelp them get the information that they need and learn itwell.” Th e classroom, however, is just part of the experience, Mungall says. Involvement in research for faculty m e m b e r s is also important. “ Ithink it’s m a d e a very large difference in the science program at H o p e to have that opportunity available for students to receive the training, the personal attention and involvement with faculty. “ Ifind it extremely rewarding to see students c o m e in with very elementary skills, begin to develop s o m e sophistication and insight, then go on to professional school or graduate school and really be successful.”

===INI STODENTS

||Hopeâ&#x20AC;&#x2122;s student body is comprised of 2,550 m e n and w o m e n , representing 41 states Jjand 37 foreign countries. Approximately 85 percent are from Midwestern states, 4 jpercent from the East, and 11 percent from the West, South, and foreign nations. 1984=85 GEOGRAPHICAL DISTRIBUTION OF STUDENTS

FOREIGN COUNTRIES REPRESENTED Dominican Republic (1) Antigua (1) Ecuador (1) Austria (1) England (1) Bahrain (1) Ethiopia (3) Brazil (1) Ca m b o d i a (2) France (1) C a n a d a (2) G h a n a (3) Haiti (1) Chile (5) Honduras (1) China (3) H o n g Kong (1) Colombia (1) Costa Rica (1) Iran (7)

Italy (1) Japan (13) Korea (1) Kuwait (1) Lebanon (2) Malaysia (1) Mexico (2) Netherlands (2) Peru{1) Phillippines(l)

Poland (1) Singapore (1) Somalia (1) Spain (1) Venezuela (2) Vietnam (9) West G e r m a n y (2)

Janice Day ’87 Mason, Mich.

“ Iw a s first attracted to H o p e by the program,” says Janice Day, a sophomore biology major from Mason, Mich. “ It’s got such a good science department. Iw a s really super pre-med w h e n I c a m e here, and Ilooked at the acceptance rates and statistics to graduate schools and H o p e ’s w a s incredibly high compared to other schools. “ N o w I’m doing research with Dr. Gentile and it’s really neat. That’s a big plus that you can do that at H o p e — and I didn’t even k n o w about that w h e n Ifirst c a m e up.” Attracted by the academics, she jumped right into other activities. S h e ’s been involved in Social Activities Committee, Nykerk cup competition for freshmen and sophomore w o m e n . Fellowship of Christian Athletes, helped out with orientation her sophomore year, and has worked for Admissions, Student Affairs and in the science library. “ Ireally enjoy working around campus,” she says, “because you talk to people and they’re fun. The thing Iget the most out of that is just exposure to different kinds of people. It’s relaxing to m e . ” S h e has found that there are two sides to her life here at Hope: her classes and her “extra things.” “ Ilike m y curriculum, but it’s really nice to be out of itsometimes. A n d Ilike having a life besides ‘living’ in the Peale Science Center. It’s nice to be away. A n d that’s all the college experience — it isn’t being a ‘Peale Rat,’ it’s everything else. Doing the extra things are memorable experiences.”

Jim Bos ’85 Cerritos, Calif. “W h e n Iw a s in high school Inever dreamed what m y college career w a s going to be like,’’says Jim Bos, a senior religion major from Cerritos, Calif. “At H o p e I’ve had a chance to work on the radio. I’ve been a cheerleader, president of the Arcadian fraternity, student representative for the Class of 1985. I’ve led Creative Worship and Fellowship of Christian Students. There is such a variety of areas that you can go into and experience here.’’ Bos attended a California junior college before coming to Hope. “ Iwanted to head into the ministry, that’s where G o d w a s leading m e , ” he says. “ M y dad went to Hope, so H o p e had always been mighty and glorious in our family tradition. But, itw a s prayer that actually led m e to Hope.” T h e extra activities with which he b e c a m e so involved are only a part of what he calls “the college community.” “At H o p e you k n o w what is expected of you and that it’s not a time to slack off and joke around. W h a t I’ve also found is that this community supports you. “Small classrooms are quite personal and you have a relationship with your professors. At junior college Ik n o w Iw a s more of a number. At H o p e College you get more than an education by making n e w friends with your professors. They give you encouragement on what to expect after college. Iplan on going into the ministry, so a lot of religion professors have helped m e out. “T h e people at H o p e support you — the relationships Im a d e freshman year continue to last and I’ve m a d e friends with people w h o are n o w freshmen. That’s a part of Hope.”

Leah Stokes ’88 Bangor, Mich.

“W h e n Ic a m e to school the first day, Ididn’t feel uncomfortable,” says freshman Leah Stokes. “ I’m from Bangor, Mich., and it’s really small. Ifyou walk d o w n the street there, everyone smiles and says ‘Hello’and the s a m e thing happened here.” Leah first heard of Ho p e from friends at h o m e and w a s interested in a small school near her home. “ Itjust had everything I wanted; the personality, the environment, the community,” she says. “A n d w h e n Ic a m e here to visit, itw a s really everything Iexpected. Everyone w a s nice and friendly to me, and they acted as ifthey cared about me.” That “friendly” atmosphere helped m a k e that 18 transition from living at h o m e to a college c a m p u s all that m u c h easier. “The Sobanias, our head __________ _ residents, m a d e visits to all the d o r m rooms, introduced themselves and just talked for a while. A n d by the second or third day they k n e w everyone’s name. It m a d e m e feel like Iw a s really welcome.” After a year at Hope, Stokes has decided on a business administration major and has been involved in the Black Coalition. “ I’m happy with m y decision and Iwouldn’t change It. I’ve met a lot of people w h o have c o m e very close to m e — almost like sisters.” Being one of a small nu mb er of black students on c a m p u s hasn’t caused too m a n y problems for her. “W h e n Ic a m e to H o p e Ik n e w it as ‘a white Dutch community,’so I w a s quite prepared,” she says. ”At times it’s hard. I’m not going to say it’s not — you walk into a class and you’re the only black person there. But, Ican’t worry about ‘Oh, m y gosh! I’m black and Ican’t say anything or can’t do anything!’because then Iwouldn’t grow at all — and Ic a m e here to grow.”

D a n Griswold ’86 Schenectady, N.Y.

“ M y junior year in high school Ic a m e out here on the N e w York bus trip they have every year,” says D a n Griswold, a junior from Schenectady, N.Y. “ Iw a s really impressed by the atmosphere. Th e people were very friendly, and itw a s n ’t like anything Ihad experienced in a school-type situation before. Italked to a few professors, but m y main impressions were from students and h o w they felt about the college.” Several years later, D a n ’s appreciation for H o p e has, in his o w n words, “ broadened.” Originally planning to study computer science, he switched majors his sophomore year. “ Ihad a change of goals, so, Ichanged m y major from a scienceoriented discipline to a humanities-oriented discipline,” he says. “ Itw a s hard at first. Iw a s n ’t used to humanities at all.” In his three years, D a n has been involved in the music program, playing his viola in the orchestra and Symphonette, and singing in the vocal Collegium Musicum, a group that performs music from medieval. Renaissance and baroque periods. “ Iw a s eyeing a music program like this, because Ididn’t want to go into music as a major,” he says, “ but Iw a s looking for a place where I still would be able to continue m y music. “ M y awareness has improved because of Hope. M y conception of education, of the arts and humanities, of people has broadened. I’ve been involved with the sciences, with the humanities, and, on the side, with the musical arts. That’s what education is all about — learning about yourself, about the world, not just your vocation.”

A n a Agurcia ’85 Tegucigalpa, Hond ura s “ Ihad never been out of Honduras before I c a m e here,” says A n a Agurcia, a senior from Tegucigalpa, Honduras. “ Everybody had told m e I w a s going to have culture-shock and be really homesick and depressed, but I’m having the time of m y life!” A n English major, she wants to b e c o m e a writer for a magazine or newspaper either in the U.S. or back h o m e in Honduras. But that’s not what she thought she’d be doing w h e n she first c a m e to H o p e in 1981. “ Iw a s pre-med,” she says, “ Iw a s going to go back h o m e and work as a doctor. Th en Igot here and took English 113.1had always liked writing, but Ihad never been encouraged to write. “So, Ispent a year studying biology and chemistry and changed m y major m y sophomore year.” S h e had gone to an American school in Honduras and her classmates and teachers were all “from up here,” as she says, so it w a s n ’t too hard for her to adjust — except for one thing. “A high school student in m y position back h o m e still goes to parties with a chaperone, still doesn’t go out with anybody unless she’s got her parents’ 100 percent approval, sometimes she doesn’t go out with a guy unless she’s got s o m e b o d y with her. W h e n Iw a s back home, Ialways had s o m e o n e there to pay for all m y bills, take care of everything. Ic a m e here and I had to m a k e all the choices on m y own.” Her stay here at H o p e has sh ow n her the unique value of studying in a foreign country. “ It’s a growing experience, even for people from here to go out in exchange programs for a semester. Y o u ’d be a m a z e d at h o w m u c h you learn about yourself and about others just by not being in the s a m e culture you grew up in. Y o u ’re called to express all these things you never k n e w you had in you.”

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W H Y HOPE? T h e question is often asked, ‘‘W h a t kind of student chooses H o p e College?” Itwould bedifficulttodefinea‘‘typical” H o p e student, but in general H o p e serves best those w h o want to be serious students, w h o are looking for close contact with faculty m e m b e r s and fellow students, and w h o want a solid program in the liberal arts as a 21 base for both life and career. H o p e is primarily a residential college and the great majority of its students are under 25 years of age and unmarried. The enrollment reflects co-educational balance, with last year’s student body consisting of 1,376 females and 1,174 men. T h e student body is relatively homogeneous in terms of race (95 percent Caucasian). However, the n u m b e r of minority students has increased over the past five years. Most H o p e students c o m e from a middle-income background and 65 percent receive need-based aid. Finally, itis evident that m a n y H o p e students consider religion to be a prominent part of their lives. Approximately one-third are affiliated with the Reformed Church in America. Eleven other church affiliations have been consistently mentioned during the past decade, indicating a diversity of denominational preference.

H O P E P E O P L E ... ADMINISTRATION & STAFF M a n y people with a variety of academic, business, counseling, and service skills m a k e up the H o p e administration. S o m e are "behind the scenes” peo ple w h o insure the operations of the College. M a n y work directly with students to provide services and fulfill needs. Gordon J. Van Wylen President W h a t are the most important responsibilities of a college president? “To keep before the college community the mission of the institution, the vision of what w e aspire to be, and to develop an atmosphere of trust, mutual respect and support. A n d then to see to securing the resources necessary to achieve this mission with excellence,” says Gordon J. V a n Wylen w h o since 1972 has served as H o p e ’s ninth president. W h a t are the rewards of a job that d e m a n d s a lot of time and diligence, and is attended by the special kind of vulnerability that goes with prominent leadership? “ For me, knowing students has been one of the most rewarding aspects of the job,” says V a n Wylen. “ For one thing, it keeps m e thinking young! For another, w h e n Isee the quality of their lives and what they aspire to do, itgives m e a great incentive to continue to strive to m a k e H o p e the finest possible institution that Ican.” It’s not unusual to see H o p e ’s top administrator lunching with students. H e and his wife Margaret, w h o practices psychiatric medicine, frequently entertain students in their historic President’s Ho us e on c a m p u s and they m a k e appearances at m a n y concerts, athletic events, exhibits, and other activities involving students. “ Ienjoy being available to students, to listen to their concerns and questions and to dialogue with them on these subjects. This first-hand communication gives insights into ways that H o p e ’s mission can be translated a n e w into experiences.”

Hairy Kiraai Associate Directoir of A d m i s s o o m s

“W h a t Ilike best about', m y job is the people,” says Mary Kraai, associate director of admissions. “ I meet so m a n y different people from all walks of life, whether it’s s o m e b o d y w h o c o m e s in for an interview or s o m e o n e Ivisit at a high school.” Her position involves working as a recruiter in W e s t Michigan high schools, and coordinating admissions projects such as visitation days, publications and advertising. “ Ihelp students get to k n o w Hope, and introduce them to various aspects of the school — from academic to social. W h e n I work with students, Itry to s h o w that H o p ® is right for them because of these factors. Itry to m a k e it a good match as opposed to the hard sell: I’llsay something like ‘Here are the attributes that H o p e has and these are your attributes, and they work well together.’ ” A 1977 H o p e grad, Kraai attended another college her freshman year before transferring to Hope. After graduation, she worked as an elementary school teacher and as an administrator at another college before returning in 1981. Her experience has left her with an appreciation for Hope. ■ “After Itransferred as a freshman, I realized what a difference there w a s between the school Ic a m e from and Hope. Academically, there w a s a m u c h greater d e m a n d put on m y time, but the interest the faculty m e m b e r s sh ow ed in their students and h o w they cared about them as people m a d e a great difference. “A n d after leaving and coming back to Hope, in the administrative sense this time, there’s no comparison. There’s such a commitment in the people. Everyone — the faculty, maintenance staff, students and secretaries — really believes in H o p e College. T h e sense of community is very real and very special.” ,

Al Gonzales Director of Minority Student Affairs “ Imagine you’re a minority student,” says Al Gonzales, director of minority student affairs. “ Ninety-eight percent of the college is unlike you. That’s an overwhelming number! There are things w e can do to m a k e the college experience positive for you.” N a m e d to the recentlycreated post in January 1985, Gonzales w a s no stranger to H o p e College. H e has been working at H o p e since 1979 as director of Up ward Bound, a multi ethnic educational program, funded by the federal government and H o p e College, concerned with high school students having difficulty in school. A s director of minority student affairs, Gonzales continues working with H o p e minority students, something he had done less formally as faculty advisor for the Black Coalition. H e also works with administrators on such things as academic matters and recruitment. Less than two percent of enrolled students at H o p e are m e m b e r s of racial minorities, a nu mb er Gonzales would like to see changed. “ Isee it as a challenge to share information with minority students w h o m a y not otherwise have heard about Hope. This is an academically sound institution where people are also concerned with the students. S o m e h o w , that m e ss age has not been m a d e available to m a n y minority students. “ But, Ithink the college recognizes that there is a concern and is willing to m o v e forward and address it.”

H O P E P E O P L E ... A L U M N I H o p e ’s purpose is to develop informed, broadly educated citizens w h o think deeply about fundamental issues and w h o will b e c o m e leaders in their pro fessions and their communities. H o w well has H o p e College done in reaching her goals? Th e answer lies in the personal and professional lives of the 15,000 m e n and w o m e n w h o claim H o p e as their alma mater. M a n y of these alumni have brought honor upon themselves, their professions, and H o p e College through exceptional achievement. Richard Kruizenga ’52 N e w York, N.Y. Richard Kruizenga is vice president of corporate planning, Exxon Corporation. Kruizenga joined Exxon’s forerunner. Standard Oil C o m p a n y in 1957. His advancing career took him to Exxon branches and affiliates in the Far East and Australia as operating manager. H e has held his current post since 1981. After earning a Ph.D. from the Massachusetts Institute of Technology, he taught economics there for one year before entering business. “ H o p e College broadened m y horizons immeasurably. Also, Ilearned a lot about myself at H o p e College — what Icould do and what sorts of things Iw a s best at,” Kruizenga notes. “T h e environment w a s very stimulating — competitive, but not destructively so. “A s a result, Igained confidence that Ik n e w w h o Iwas. Itook that confidence with m e to graduate school. Others there had more specialized preparation for graduate study in economics, but Ihad a broader background and w a s soon able to catch up on the specialization. “ Ithink the breadth of a liberal arts education goes to the heart of what H o p e College is all about. It m a k e s for well-rounded individuals w h o have flexibility to grow and adjust in a dynamic world. “ H o p e does a very good job with its students and Ithink its reputation is going to grow even more in the coming years. A n d it should. H o p e is a very good place to get an education.”

Laura M u m f o r d ’71 Baltimore, Md. Laura Mumford, M.D., is director of group practice at Johns Hopkins University School of Medicine. Sh e oversees the University’s health service which serves 12,000 students, directs the initial ward training of junior-year medical students and oversees a group practice of 90 Johns Hopkins physicians. N a m e d to the Johns Hopkins faculty in 1984, Mumford is a m e m b e r of committees there dealing with admissions, educational policies and curriculum. After earning her medical degree from Johns Hopkins, Mumford began her career as an assistant professor at The Pritzker School of Medicine of T h e University of Chicago, where in 1983 she received the Humanitarian Award for her commitment to the welfare of patients. “ I’m most grateful that H o p e College w a s a very supportive and nurturing kind of community,” she notes. “That supportiveness w a s fostered by what Ithink is unique in college-level education: very close student-faculty interaction. “ Iw a s in the sciences, working closely with faculty m e m b e r s on research projects. M y friends w h o were in other fields had the s a m e interactive experiences. The access that students have to faculty is something that pervades all of H o p e College. “ Because of the overall atmosphere of the place, Ifound H o p e to be a very comfortable environment in which to grow up and m a k e the transition from adolescence to adulthood. “ Ithink Igot an excellent education at H o p e and there wa s something special about it as well.”

George Arwady ’69 Muskegon, Mich. George Arwady is editor and publisher of The

Muskegon (Mich.) Chronicle. After receiving a master’s degree from Columbia University Graduate School of Journalism, he entered the newspaper profession as a reporter, quickly rose up the ranks and w a s n a m e d editor of The Saginaw News in 1976. H e w a s n a m e d to his current position in 1980. Arwady is recognized as a community leader and has received his city’s highest honor for outstanding leadership. In addition to serving on several committees aimed at economic revitalization for Muskegon, Arwady is founding chairman of an inter-church effort to ease local social needs. “ I’ve told m a n y people that Ialmost see H o p e College as another parent of mine. Iestablished m y whole value system at H o p e College,” he notes. “At H o p e for the first time in m y life Iencountered brilliant committed professionals w h o were experts in their occupations and disciplines and were also dedicated to Christ and the Church and its work in the world. "At H o p e Iw a s also introduced to journalism. A s editor of the college newspaper, the anchor, for a year and a half, as well as a m e m b e r of its staff for all four years Iw a s on campus, Iw a s sh o w n what a challenge journalism could be. I never worked on m y high school paper and Ididn’t take any journalism courses in college, but with the combination of m y experience with H o p e ’s paper and m y general knowledge from m y liberal arts coursework, Ifound myself very competitive with people from such places as Harvard, Yale and Dartmouth w h e n Ientered graduate school. “W h e n Ihire people, Ilook for a liberal arts background. In m y newspaper work I’m constantly coming in contact with the problems of America today. Ithink m a n y are caused because so m u c h leadership c o m e s from engineers, numbers people and technicians w h o have not been educated to have a feeling for people, culture and society.”

A C A D E M I C EXCELLENCE

H o p e has long been recognized as a leading educational institution w h o s e alumni have gone on to achieve distinction in their chosen professions. A m o n g H o p e ’s grad uates are included such distinguished academic leaders as college, university, and seminary presidents and professors, noted religious leaders, and respected political and business leaders. Over the past six decades, H o p e has had an outstanding rec ord of excellence in premedical and predental education. Government and foundation grants to individuals, to departments and to the College demonstrate the quality of the institution: outside grants to departments alone have totaled more than $1.5 million in the past five years. T h e N e w York Times SelectiveGuidetoCollegesdescribes H o p e as a “treasure,” and acolumnist in ChristianScienceMonitorpointedto H o p e as a college which of fers such all-important assets as small classes, dedicated teachers, and “a springboard to the choice graduate schools.” A n evaluation team which recently visited c a m p u s s u m m e d up the characteristics of H o p e in this way: “T h e best basis for predicting the immediate future of the col lege would s e e m to be the accomplishments of the immediate past. By that measure, H o p e College can meet the future with confidence.”

Evidences of excellence abound at Hope. For example, in 1979 H o p e w a s the only college or university in the country to receive three Undergraduate Research Par ticipation grants from the National Science Foundation. Moreover, H ope is one of four private colleges in Michigan which belongs to the National Association of Schools of Music, and H o p e is the only college in Michigan to offer a dance minor which is cer tified for kindergarten-12th grade by the State Department of Education. In 1983 the H o p e theatre department’s production of “Tea and Sympathy” w a s one of seven na tional finalists in the American College Theatre Festival at the Kennedy Center for the Performing Arts in Washington, D.C. Only two other Michigan schools have been national finalists in the Festival’s 15-year history. In 1982 H o p e ’s teacher education program w a s reaccredited by the National Council for Accreditation of Teacher Education for the m a x i m u m time period (through 1987). In H o p e ’s category of private institutions submitting four or more programs for accreditation review, only 53 per cent received full accreditation. H o p e emerged as top leader in a survey of chemical research activity at U.S. liberal arts colleges during the decade of the 1970’s. This study, conducted by professors at Lebanon Valley College and Franklin and Marshall College, gave H o p e first-place ranking in seven of a total of nine categories used to measure research activity. H ope placed second in the remaining two categories.

There is a wide diversity of honor societies at Hope. These organizations, open by invitation, give recognition to superior academic achievement and enable H o p e ’s outstanding students to communicate with each other and discuss matters of mutual interest. T w o national honor societies are chartered at Hope. These are Phi Beta Kap pa and Mortar Board. Induction into Phi Beta Kappa, which occurs during the spring of the senior year, is the highest recognition of scholastic achievement available to 32 an undergraduate. Hope, having received its Phi Beta Kappa charter in 1971, is one of 228 institutions in the U.S. and only seven in the state of Michigan able to grant this distinction to its deserving students. A complete listof the honor societies at Hope follows: • Phi Epsilon Kap p a (physical education) Phi Beta Ka p p a (national honorary Phi M u Alpha Sinfonia scholastic) (music-men) Mortar Board (national honorary) Pi Delta Phi (French) Alpha Epsilon Delta (premedical, Pi Kappa Delta (forensics) predental) Pi M u Epsilon (math) Beta Beta Beta (biology) Pi Sigma Alpha (political science) Delta Omicron (music-women) Psi Chi (psychology) Delta Phi Alpha (German) Sigma Delta Pi (Spanish) Eta Sigma Phi (classical languages) Sig m a Xi (science) Omicron Delta Epsilon (economics) Sigma G a m m a Epsilon (geology) Phi Alpha Theta (history) Approximately one-third of H o p e ’s graduates enter graduate schools to pursue ad vanced training for careers in medicine, science, business, education, economics, the humanities, psychology, and all areas of the performing and fine arts. M a n y of these graduates have received national awards for advanced study in fields as diverse as chemistry, psychology, history, English, American Studies, and Byzanfine Studies.

In recent years, approximately 90 percent of those students regis tered with the prelaw advisor were accepted into law schools. A m o n g the law schools that these graduates attend are: Har vard, Vanderbilt, Michigan, Uni versity of Caiifornia-Berkeley, W a k e Forest, George Washing ton, Indiana, Ohio State, Emory, and Notre Dame. Nearly 80 percent of the last five years’graduates w h o were certi fied and actively seeking teach ing positions have been placed. In special education the place ment rate is approximately 90 percent. Over the past five years all appli cants with a grade point average of 3.2 or better were accepted in to dental schools. H o p e premedical students have been accepted into medical schools at a rate well above the national average. For example, during the past five years, 97 per cent of the H o p e applicants w h o s e grade point average w a s 3.4 or above were accepted by medical schools. During that s a m e time period, another 21 students were accepted w h o had grade point averages below 3.4. T h e College emphasizes a solid program in the liberal arts as a base for both life and career. C a reer planning and job placement are regarded as important facets of the college experience. The loyalty generated by H o p e is evidenced by the fact that 43 percent of alumni con tribute to the College. This figure is nearly twice the national average. C U R R I C U L U M H o p e ’s educational program offers a variety of courses in 37 major fields. Throughout this educational program, H o p e is concerned with developing in tellectual discipline and fellowship in inquiry. (See “The Degree Program,’’page 89 and departmental listings in “T h e Curriculum,” beginning on page 120.)

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Students are given m a n y opportunities to grow and develop within the academic structure. A n active performance/exhibition program in the arts provides professional experiences. Science and social science students conduct research side-by-side with facuity members. Humanities students are encouraged to conduct independent study projects, and each year these students present their papers at a divisionai coiloquium. For students with unusual academic maturity, several challenging programs have been designed, and independent and tutoriai study during ail four years. (See “ Pro grams for Talented Students,” P age 111.) Research opportunities for students in all disciplines are availabie both on c a m p u s and off. Crosscuitural and language programs at G L C A m e m b e r colleges permit H o p e students to study m a n y foreign cultures and languages both in this country and abroad. A far-reaching internship program is availabie in m a n y majors. These internships, avaiiable in Western Michigan as well as major U.S. cities, enable students to apply theory to practice and to learn from professionals outside the ciassroom.

T H E H O P E C O L L E G E S U M M E R S E S S I O N S O N C A M P U S H o p e offers three-week M a y and June Terms, each for intensive study of one subject, a six-week regular s u m mer program in late June and July, and one-week concentrated humanities seminars in August. (See “Academic Sessions,” page 110.) D O M E S T I C O F F - C A M P U S P R O G R A M S Students m a y enroll in area and language programs at G L C A m e m b e r colleges, or pursue the arts, government, and urban studies at several locations in the United States. (See “Special Academic Programs,” pagein.) I N T E R N A T I O N A L E D U C A T I O N The scope of the College’s involvement in interna tional education is broad. H o p e College believes that through exposure to a foreign society, students can expand knowledge of their o w n cultural heritage, gain facility in a foreign language, and achieve n e w perspectives on America and on their o w n individual identity. (See “Foreign Study Opportunities,” page 115.) S C H O L A R S H I P S , H O N O R S , A W A R D S H o p e ’s aim is that aii deserving students w h o desire to attend H ope m a y do so, regardless of their economic resources. A three fold student aid program has been developed, which includes scholarships and grants-in-aid, loans, and a Work-Study program. In addition to serving financially needy students, the aid program isdesigned to recognize students with outstanding academic achievement. (See “ Financial Aid to Students,” page 81.)

THE C A M P U S

H O L L A N D , M S C H I G A N — H o p e College is situated in a residential area two blocks a way from the central business district of Holland, Michigan. Holland is a community of 40,000, which w a s founded in 1847 by Dutch settlers. Located on Lake Macatawa and approximately five miles from beautiful Lake Michigan, Holland has long been kno w n as a s u m m e r resort area. T h e center of H o p e ’s main c a m p u s is the Pine Grove, a picturesque w o o d e d area around which the College’s original buildings were erected more than a century ago. Nearly all of the c a m p u s lies within two blocks of the Pine Grove.

V A N Z O E R E N L IBRARY, gift of alumnus Dr. G. John V a n Zoeren, serves as a re source center for the academic pursuits of the college community. T h e main floor contains the reference desk, card catalogs, periodical indexes and abstracts, reference collection, and H o p e Coilege publications. (For location of other books, periodicals, and microfilms — all arranged by the Library of Congress classification system— consult the library directory found on each floor.) The second floor has current periodicals, the V a n Zoeren Memorial Roo m , and the office of the Director of Libraries. The ground floor includes typing facilities, VanderBorgh Memorial curriculum library and instructional materials center, the census collection, the Heritage Room, and the archives. B R A N C H L I B R A R I E S are iocated in the Peale Science Center and the music build ing. Each of these has its o w n separate catalog in the branch and is inciuded as well in the main catalog of the V a n Zoeren Library. T h e three libraries provide the students and faculty a selective collection of books, periodicals, microfilm, and related materials. They n o w contain more than 190,000 volumes, approximately 1,150 current periodical subscriptions, 1,200 cassette tapes, and over 25,000 reels and cards of microtext ail classified and on shelves open to all users. T h e Reference Department on the main floor contains works which locate millions of books and periodicals obtainable from other institutions through interlibrary loan (inquire at the Reference Desk). Other libraries in the community available to H o p e College students are the Herrick Public Library and the Beardslee Library of Western Theological Seminary. T H E A R C H I V E S is the repository for documentary, photographic, and other materials of historic value to H o p e College. The Archives, housed in the lower level of Van Zoeren Library, is available to scholars interested in the history of the college.

DIMNENT MEMORIAL C H A P E L , of Gothic design,

is a beautiful edifice with stained glass windows. Used for all-college a s s e m 足 blies and convocations, it houses a four-manual Skin足 ner organ and an 18th cen足 tury Dutch gallery organ. T h e ground floor is used for classrooms and the offices of the Chaplain.

VANDER WERE PHYSICS-MATHEMATICS HALL, completed in 1964, has two general physics laboratories, one advanced physics laboratory, a radiation labora足 tory, an electronics laboratory, four project rooms, darkroom, machine shop, m e 足 chanical equipment rooms, conference rooms, library, classrooms, all equipped with monitors for teaching computer science and for teaching courses where extensive use of the computer is important, and offices. T w o large lecture halls are joined to the main building by a glass-enclosed lobby. Special facilities include computer ter足 minal rooms, microcomputer and minicomputer laboratories, and the Van de Graaff accelerator laboratory. The building is n a m e d in honor of Calvin A. Vander Werf, eighth president of H o p e College. T H E C O M P U T E R C E N T E R has n e w headquarters on the main floor of Durfee Hall. User terminals are located throughout the campus. In a n u mber of academic pro足 grams, the computer has b e c o m e an indispensable tool for both teaching and 40 research; itis used by students in the arts, humanities, natural and social sciences.

T H E D E F R E E A R T C E N T E R AND G A L L E R Y , a renovated former factory located on the east side of campus, was completed in the s u m m e r of 1982. S p e 足 cial features include a story-and-a-half gallery, a sculpture court, and senior art studios, as well as classroom studios I and faculty offices. The facility is n a m e d for H u g h D e Free, former chairman of the H o p e College Board of Trustees.

THE DE WITT CENTER includes a modern educational theatre, lounges, a snack bar, study areas, offices for student organizations, and the Hope-Geneva Book Store. T h e DeWitt Center is also the administrative center.

LUBBERS HALLâ&#x20AC;&#x201D; T h e former science building has been remodeled into a center for the humanities and social science departments. Ithouses the departments of c o m Â munication, English, history, political science, philosophy, and religion as well as the audio visual department. The center has been n a m e d in honor of Dr. Inwin J. Lubbers, President Emeritus of H o p e College. T h e offices of the economics and business administration department are located in the Sligh Center adjacent to the D e Free Art Center on the east side of campus.

T H E P E A L E S C I E N C E CENTER houses the departments of biology, geology, c h e m 足 istry and psychology. T h e building contains laboratories, lecture halls, a m u s e u m , greenhouse, aviary, and a library-instructional resource center. The offices of the de足 partment of nursing are in a facility on College A venue across from Graves Hall.

G R A V E S H A L L , built in 1894 and remodeled in 1962, is a beautiful stone building which houses classrooms, the language center, and a language laboratory equipped with 72 stations for foreign language study. Winants Auditorium in Graves Hall w a s extensively remodeled in 1979. T h e sociology department, several offices, and the Henry Schoon Meditation Chapel occupy the ground floor.

N Y K E R K H A L L O F MU Si C A N D S N O W AUD8TORIUM, constructed in 1956, pro足 vides modern facilitiesfor the College's rapidly expanding music program. The Hall has seven teaching studios, 14 practice rooms, two classrooms, offices, a record li足 brary, and three listening rooms. Snow auditorium has a seating capacity for 200 per足 sons. The Wynand Wichers addition to the Nykerk Hall of Music, constructed in 1970, includes nine practice rooms, eight studios, a large library, and another small audi足 torium, holding about 225 persons.

D O W HEALTH A N D PHYSICAL EDUCATION C E N T E R , opened in the fall of 1978, is an activ ity-oriented facility. Emphasis has been placed on multiple use of space. Included are g y m n a sium areas to accommodate a variety of sports and games, a running track, an L-shaped swim ming pool with a diving area, conditioning and exercise rooms, a dance studio, handball courts, wrestling and gymnastics rooms, class rooms, faculty offices, locker rooms, and the College’s Health Clinic. T h e D o w Center also houses the Health-Fitness Center, containing sophisticated testing and therapy apparatus for the Hope-Kellogg Health Dynamics Program (see page 226).

LIVING A C C O M M O D A T I O N S — Most of H o p e ’s students live on campus, except those w h o reside with their parents or are married. There is a large variety of types of housing including the n e w College East Apartments, which are pictured above. Residence halls are shown on a m a p of the c a m p u s on pages 328-329. S o m e students enjoy the home-like atmosphere of 23 cottages. (See "Residence Halls,’’page 52).

C A M P U S B E A U T I F I C A T I O N at H o p e during the past few years has been significant. T w o historic residence facilities, V a n VIeck Hall and Voorhees Hall, have undergone extensive restoration. The Van Raalte Memorial C o m m o n s , a landscaped, open area, w a s developed after one block of a city street which ran through c a m p u s w a s closed. T h e public sculpture, â&#x20AC;&#x153; Ballyviktor,â&#x20AC;? is the focal point of the C o m m o n s . 48 In January, 1985, the College launched The Campaign for Hope, a $26 million capital campaign for e n d o w m e n t and facilities. Approximately $12 million will be directed toward construction and renovation projects: a n e w library, renovated and increased space for the departments of education, computer science, physics and mathematics, and a center for conference and student activities.

C A M P U S SERVICES

T h e pages which follow describe s o m e of the formal services which the College mak e s available to its students to assist them while they are a part of the college c o m munity. M e m b e r s of the faculty and staff stand ready to aid students whenever pos sible.

A CADEMIC ADVISING Each student is assigned a faculty advisor w h o will assist in selecting an appropriate schedule, discuss academic progress and future direction, and be of assistance w h e n the student faces academic questions or difficuities. Faculty advisors are initially assigned, whenever possible, on the basis of academic interests. Unless the student requests a change in advisors, this advisor will continue until the student declares a major or field of academic concentration. U p o n declara tion of a major, the student is reassigned an advisor by the chairman of that depart ment. ^ Chan g e s in faculty advisors m a y be initiated through the Registrar’s Office prior to declaring a major, and through the department chairman after the student has been accepted as a major. T h e academic advising program is under the direction of the Registrar. A CADEMIC S U P P O R T CENT E R This service provides help to students w h o need or want to improve their learning skills and performance in classes. O n e component of the program is designed to help stu dents improve in study skills, reading rate and comprehension, the mechanics of writing (grammar, punctuation, spelling), organization and deveiopment of ideas for papers, research and documentation, and preparation for and taking of exams. A n individualized program in skills improvement will be developed for the student on a regular schedule, or help will be provided on a one-time basis w h e n a particular prob lem or need arises. The second component, the tutoring coordination program, pro vides individual or small group tutoring by trained upperclass students in most basic subjects, on either a long- or short-term basis.

COUNSELING SERVICES In addition to academic advising and academic skills improvement, the College pro vides cpunseling services to assist students in their personal development. A pro fessional counselor is available to students w h o wish to talk over a concern in a oneto-one, confidential setting. S o m e students want primarily information, or help with a situation of immediate concern. Others request an on-going, supportive relation ship which m a y involve a regular meeting with a counselor for several weeks. Still others seek referral to other services on c a m p u s or in the community. Aiso available through the counseling services are personai growth groups and programs that are open to all students. Topics covered in the past have been: Eliminating self-defeating behavior, stress-management, sexuality, conflict resolution and assertiveness. The Counseling Center is located in the Health Clinic in the D o w Health and Physical E d ucation Center.

OFFICE OF PLACEMENT SERVICES T h e Career Center staff is avaiiable to help students w h o are concerned about their futures. Opportunities for assistance in career exploration, job readiness skills de velopment and placement into full-time employment are available to both students and alumni. Individual counseling, workshops, and Career Library materials are s o m e of the resources available to clarifyconcerns such as career selection, resume writing, job hunting, interviewing skills, and L S A T (Law School Admission Test) workshop. Students w h o are in the job-hunt process can get information about seeking empioyment, specific openings or preparing a set of credentials which can be sent to pro spective employers. T h e staff has also developed an employment referral network with educational alumni to facilitate teacher placement. Also, a resume referral ser vice with major corporations has been developed to increase employment oppor tunities. The staff also m a k e s arrangements for employers to visit the c a m p u s to in terview students and alumni. The Career Center is located in the D e Witt Center, main floor. Part-time, off-campus, and s u m m e r employment possibilities are posted through the Off-Campus Jobs office just off the Collegiate Student Lounge, D e Witt Center.

HEALTH SERVICES T h e College’s health services are centered at the Health Clinic, located in the D o w Health and Physical Education Center. Out-patient care is offered daily at the Clinic by a certified nurse practitioner and a registered nurse under the direction of a team of local physicians. A doctor on the staff is in the Clinic each Tuesday morning from 10 a.m. to noon to supervise allergy injections and assist students in need of a physi cian. At other times, the Clinic staff will arrange an appointment in one of the physi cians’offices and provide transportation w h e n needed. Evenings and weekends, the physicians will be on call and m a y be contacted by calling the physician’s exchange. O n the first and third M o n d a y afternoons of each month, a gynecologist will be in the Clinic to see students for a small fee. Medications and supplies w h e n available are issued from the Clinic at a m i n i m u m cost to the student. Students are responsible for their o w n medical expenses incurred through use of the physician’s services and hospital care. Because appropriate medical care d e m a n d s an awareness of the individual’s health history and condition, incoming students will be required to complete an extensive medical questionnaire. Treatment cannot be provided for students w h o do not have such records on file. A complete immunization record is also required for registra tion at H o p e College. Students with chronic conditions are urged to m a k e ar rangements with a local physician for care and the transfer of medical records. A health insurance policy is available to students w h o do not have other coverage.

F O O D SERVICES T h e College’s cafeteria in Phelps Hall and the Kletz snack bar in the DeWitt Center are under the direction of Western Food Enterprises, Inc. Twenty-one meals per week are served by the food service, though students also have the option to select a board plan at reduced cost allowing them to eat any lOorlSmealsper week. The food ser vice is closed during Thanksgiving, Christmas, and Spring vacations.

RESIDENCE HALLS Fifteen residence halls, ranging in capacities from 40 to 300, and 23 cottages (houses on or near campus) provide the home-away-from-home for approximately 1,670 Hope students. T h e living accommodations available range from the small group ex perience which the cottages provide, to the apartment, cluster, and dormitory styles which are available through various residence halls. Five of these residence halls— Phelps, Kollen, Voorhees, Parkview and College East — are coed with m e n and w o m e n either on separate floors or in separate wings. Residence hall and apartment accommodations are available for mobility-impaired students. A staff of Head Residents and Resident Assistants live in the residence halls to assist students in creating comfortable living environments which are conducive to personal growth. The residence hall staff is trained to assist students in understanding and utilizing college resources and policies as well as to facilitate students’ personal development. Because of its commitment to the residential concept, H o p e requires all full time students to live on c a m p u s unless they are married, commuting from their parents’ homes, or have special permission to live off campus.

C A M P U S LIFE Summarized below are s o m e of the various dimensions which our lifeas a community of people takes. H o p e College feels that the college experience is more than the aca demic program which is described on the following pages; an integral part of that ex perience isthe extra- and co-curricular programs which create the sense of comm u n i ty existing on campus.

©OMiSyMITY Decisions governing the college community are m a d e primarily by boards and com- 53 mittees c omposed of students, faculty, and administrators. Three major Boards (the Academic Affairs, Administrative Affairs, and C a m p u s Life Boards) bear the major responsibility for policy decisions, while committees of each deal with more specific areas. A C A D E M I C A F F A I R S B O A R D — T h e A A B examines and acts on policies dealing with the more formal curricular and instructional program and cultural offerings of the college. Subcommittees include: Curriculum, Cultural Affairs, and International Education Committees. Board membership is: four students, eight faculty, provost. A D M I N I S T R A T I V E A F F A I R S B O A R D — T h e A d A B examines and acts on policies dealing with patterns of organization and administration, with matters of primary con cern for public relations, and with matters of general faculty and student welfare. S u b committees include: Admissions & Financial Aid, Athletics, and Student Standing and Appeals Committees. Board membership is: two students, fourfaculty, five ad ministrative heads.

S T U D E N T C O N G R E S S — T h e main body of student government on H o p e ’s c a m pus isthe Student Congress. Since most policy decisions are m a d e in the boards and committees noted above, students are elected to the Student Congress to represent residence hall units and off-campus students. Following their election to the C o n gress, m e m b e r s are then appointed to the various boards and committees. A sub committee of the Student Congress, the Appropriations Committee, is responsible for the allocation of the Student Activities fee. C O L L E G E JUDICIAL B O A R D — M u c h of the responsibility for maintaining high stan dards of student life in the coilege community is entrusted to the students. Operating on a basic principle of self-governance, responsibility for the development and en forcement of regulations is centered on residence hall units under the approval of the C a m p u s Life Board. The Judicial Board has jurisdiction in handling infractions of all college rules. Membership is comprised of: seven students, two faculty, one m e m ber of the Student Affairs staff.

C O L LEGE REGULATIONS H o p e can only be a true community ifits m e m b e r s understand and genuinely accept the responsibilities of living together in a meaningful framework. More than tolerance is necessary. Students should feel that they can honestly uphold the policies affect ing c a m p u s life. At the s a m e time, the entire college is encouraged to seek cooper atively changes that would better reflect the desires, goals, and values that form the basis of the College’s program. Through the structure of community government, students play a vital and influential role in examining and reformulating c a m p u s policies. Thus, membership in the H o p e community is regarded as a privilege. A b solute order in all aspects of life is tyranny, just as absolute freedom is anarchy. The College desires to find the proper balance in c a mpus life. The hope isthat a comm u n i ty atmosphere is created which promotes student growth, sharpens desired values, and encourages academic pursuit. In this context, the College community has established certain standards that go be yond those established by civil authority. The College prohibits the possession or con sumption of aicohoiic beverages on college property or in college housing units. Col lege organizations and groups are allowed to have alcoholic beverages only at events held at off-campus establishments with facilities licensed to sell alcohol. The StudentHandbookis prepared annually and contains discussion of the all-college rules and regulations that govern community life at H o p e College. It is available through the Office of Student Affairs. T h e StudentHandbookcontains the following s u m m a r y suspension statement: ‘‘Whe n e v e r the President or his designate deter mines that a student has been guilty of such flagrant misconduct that his/her con tinued presence on c a m p u s would seriously endanger the safety, health, or morals of persons within the c a m p u s community or impair the proper functioning of the Col lege, he/she m a y summarily suspend the student pending the finai disposition of the case in accordance with the college’s judicial procedures. S u m m a r y suspension m a y also be instituted for students w h o are dangerous to themselves.”

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THE RELIGIOUS DIMENSION H o p e encourages the development of whole persons as that phrase takes on meaning through a commitment to Jesus Christ. For the H o p e community to be a Christian community in action is a goal of the College. Thus the religious dimension is a cen tral aspect of H ope and individual m e m b e r s of the college community are encouraged to live out that dimension as they grow in their relationships to G o d and their c o m mitments to the Lordship of Christ. Focal points for understanding the religious dimension of c a m p u s life are the C h a p lain’s Office and the Ministry of Christ’s People, the student organization which at tempts to coordinate the efforts of various religious groups on c a m p u s and to develop cooperative and complimentary programming. T H E C O L L E G E C H A P L A I N ’S O F F I C E — The Chaplain and his staff serve as the pri mary focus of the College’s religious programming and give leadership to the Ministry of Christ’s People. They are also available to meet with students to deal with ques tions, conflicts, or concerns that they face in clarifying their thinking on the essen tials of the Christian faith and their role as persons in G o d ’s world. T h e Chaplain’s office is in the basement of Dimnent Chapel.

T H E M I N I S T R Y O F C H R I S T ’S P E O P L E — Because the Christian life is the seek ing to live out one’s beliefs and one’s relationship to Christ, students are encouraged to involve themselves in the lifeon the c ampus in a w a y which expresses the faith they own. T h e Ministry of Christ’s People, organized and directed by students and the Chaplain, is involved in providing leadership and offering opportunities for Christian service in four broad areas— worship, social ministries, evangelism, and personal and interpersonal Christian growth. Worship — Sunday worship services in Dimnent Memorial Chapel enable the c a m p u s community to share together in corporate worship. Sermons are given by the H o p e chaplain, by m e m b e r s of the faculty, or by guest preachers. Informal worship is held elsewhere on the c a m p u s at other times. Chapel services are held on Monday, Wednesday, and Friday in Dimnent Chapel and on special days on the Christian calendar. Students are involved in leading worship from time to time on c a m p u s and in neighboring churches. Social Ministries— In this area, the Ministry challenges students to be aware of social needs and injustices, to meet h u m a n needs within the community, and to speak to critical issues, such as racism, poverty, housing, drug abuse, hunger, as well as peace and ecological concerns. Evangelism — This phase of the Ministry seeks to present the person of Jesus Christ and His claims to the H o p e community by m e a n s of encouraging discipleship and by training people to engage in Christian witness. Various methods of witnessing are utilized through a variety of life styles. Personal and Interpersonal Christian G r o w t h — Through seminars, retreats, small groups, Bible studies, prayer groups, and leadership training, facuity and students are given opportunity to grow corporately and individually. Fellowship of Christian Athletes, Fellowship of Christian Students and Inter-Varsity Fellowship groups meet regularly on the campus, as does the Union of Catholic Students.

CULTURAL AFFAIRS T h e process of education involves interaction with other cultures and developing awareness of the culture in which one lives. Through a wide diversity of opportunities of a cultural nature, H o p e aims to broaden the perspective of the individual student.

T H E C U L T U R A L A F F A I R S C O M M I T T E E — T h e Cultural Affairs Committee is the student-faculty committee which bears primary responsibility for sponsoring the Great Performance Series and supports the visits of guest artists and lecturers, all of which are open to the community of Holland as well as the campus. Past concerts have featured such groups as the Grand Rapids S y m p h o n y Orchestra, the Newport Jazz Festival All-Stars, folk-songster B o b Gibson and the Glenn-Lund Dance Company. T H E A T R E A N D D A N C E P R O D U C T I O N S — Four major productions for public per formance are presented annually by the Department of Theatre. These productions are usuaily faculty-directed, though opportunity is provided for advanced students to gain directing experience. Participation is open to all m e m b e r s of the college c o m munity. O n e of the 1982-83 productions, ‘T e a and Sympathy, ’’w a s selected by the American Coliege Theatre Festival for performance in Washington’s Kennedy Center. The 1984-85 productions were "Spoon River Anthology,’’“Murder in the Cathedral,” “T h e Rimmers of Eldritch” and “The Caretaker.” Several student-directed one-act plays normally are also presented each year, in addition to the s u m m e r season of musicals and dramas by the H o p e S u m m e r Repertory Theatre. T h e dance program, including jazz, modern, and bailet, presents a recital each spring as well. A R T EXHIBITS — In addition to studio classes in the field of art, a variety of outstand ing exhibits is hung throughout the year in the DePree Center. T h e college also has a permanent collection which is on loan throughout the campus.

M U S I C P R O G R A M S — M ore than 80 concerts and recitals are given annually through the Music Department and itsstudents and faculty. In addition to performance classes offered by the department, there are numerous musical groups which are open to all students. S o m e of these vocal groups are: The College Chorus, Chapel Choir and the W o m e n ’s and M e n ’s Chorus, the Oratorio Chorus, and Collegium Musicum. Instrumental groups include: the Concert Band, Jazz Ensemble, Orchestra, Symphonette, and various smaller ensembles. T h e Chapel Choir and the Sythphonette take an extensive two-week tour each spring, while others will perform both on- and off-campus throughout the year.

CAMPUS COMMUNSTY HOUR Because of its commitment to being a community of scholars, the College has set aside a c a m p u s community hour in the weekly academic schedule to encourage the sharing of c o m m o n concerns and to allow the c a m p u s community to examine signifi cant issues. This time is used to bring in significant persons to address the entire c a m pus, as well as to develop symposia along departmental lines or to promote other in teraction between students and faculty. SOCIAL LIFE During a student’s college experience there c o m e s a time w h e n one needs to relax and enjoy interaction with other people. The social lifeon c a m p u s isdesigned to pro vide those opportunities to be in contact with others as well as to develop o n e ’s in dividual interests. T H E C A M P U S ACTIVITIES O F F I C E — Located in the DeWitt Center, the Activities Office serves as a resource for the various student organizations and groups which are planning non-curricular activities, and carries primary responsibility for the overall social life on campus. T h e director works with the Social Activities Committee and other c a m p u s organizations to create an environment in which students can find a diversity of activities as well as a meaningful atmosphere in which to live.

T H E S O C I A L ACTIVITIES C O M M I T T E E — T h e Social Activities Committee (SAC) bears the primary responsibility for programming social activities of an all-campus nature. Dances, concerts, W e e k e n d Film Series, and traditional events, such as Homecoming, Parents’Weekend, Winter Week, an All-College Sing, and thefroshsoph competition of the Pull and Nykerk are also sponsored by the committee. The Pull pits a team of m e n from the freshman class against the sophomore team in a tugof-war across the Black River, while the freshmen w o m e n compete against the soph omores in song, drama, and oration in the Nykerk C u p competition. F R A T E R N I T I E S A N D S O R O R I T I E S — Five fraternities and five sororities of a social nature, all local, exist on H o p e ’s campus. Each of these organizations has a club room in one of the residence halls, or a college-owned residence hall or cottage which serves as living quarters and a center for activities. Approximately one-fifth of the stu dent body belongs to these Greek organizations. T h e fraternities are governed by the Interfraternity Council, while the Pan Hellenic Board governs the sororities. Rush and pledging take place in the spring semester. In addition to the social fraternities and sororities noted above, H o p e has a national service fraternity. Alpha Phi O m e g a , which sponsors service projects for the college and community. Membership is open to all students. C L U B S A N D O R G A N I Z A T I O N S — A wide diversity of c a m p u s organizations allows H o p e students to pursue their special interests and experience membership and leadership roles within the community setting. These groups include those of a religious, academic, political, or minority nature as well as those centered around special activities or interests. The Activities Office can give a contact person for each of these organizations, or can assist a student in forming a special club on campus.

FRATERNAL

1980s

H o p e students are also involved In the Holland community in organizations such as Higher Horizons, a big brother-big sister program with children of the surrounding community, and the annual March-to-Hope, a week-long camping and hiking expe rience pairing a college student with an underprivileged child from the community. T h e Higher Horizons office is located at 118 E. 13th.

S T U D E N T M E D I A — T h e communications media serve a dual purpose on H o p e ’s campus: to provide news, literary excellence, and entertainment to the c a m p u s c o m munity, and to provide a unique and invaluable learning experience for those involved. Participation in these media is open to all interested students. A n c h o r — The weekly student newspaper, the anchor,gives students an opportunity to express their views and develop their writing skills while chronicling college events. Coverage of c a m p u s activities, issues, feature presentations, critiques and editorials have been part of the anchor’ sformat. T h e anchoroffice is in the D e Witt Center. O p u s — This literary magazine gives students an opportunity for expression by pre senting their prose, poetry, photography, and art work. T h e Opus Board reviews materials submitted to itfor publication and publishes them on a regular basis. In ad dition Opussponsors regular artistic forums throughout the year, giving students and faculty a chance to read their works as well as those of others. Milestone — As time and seasons change and pass, so does the face of a college community. To preserve a yearly segment of this change, the yearbook staff produces the Milestone.In recent years the combination of candid photography and pertinent literary pictures has w o n for the Milestonethe Associate Collegiate Press’First Class Honor Rating. T h e Milestoneoffice is in the D e Witt Center. W T H S — T h e student radio station is housed in studios in the D e Witt Center and holds an F M license. T h e student-run station operates under the direction of the Stu dent Media Committee, and serves the entertainment and information needs of the student community. A staff of approximately 70 students, including management per sonnel and disc jockeys, is responsible for programming.

ATHLETICS Participation in athletics enjoys great popularity a m o n g the various forms of extra足 curricular activity at H o p e College. Such participation is open to all m e m b e r s of the College community. The extensive intramural program reaches practically all Interest and skill levels. Those seeking an additional challenge in skill development choose one or more of the 17 sports n o w offered at the intercollegiate level. T h e purpose of both programs is to provide enjoyment and fulfillment for those w h o take part. Enter足 tainment for college and community is an important additional function.

ADMINISTRATIVE POLICY AND PROCEDURE — INTERCOLLEGIATE PRO GRAM — T h e College has adopted the following statement describing administra tive procedure and general policy: H o p e ’s commitment of time, money, and personnel to the various sports is predicated on the belief that such experience contributes to the overall development of the in dividual. T h e potential for self-discovery, self-discipline, physical efficiency, and character development can be realized in the proper environment. T h e College is committed to the maintenance of such an atmosphere for its sports activity. T h e intercollegiate athletic program at H o p e College is governed by the rules of the National Collegiate Athletic Association. T h e Faculty Committee on Athletics under the Administrative Affairs Board advises on all matters of policy. Schedules are ar ranged in such manner as to incur the least amount of absenteeism from classes. Financial control of the athletic program issimilar to that in other college departments. Athletic funds are handled by the College Treasurer with athletic expenditures and receipts included in the general operating budget of the college. Scholarships or grants-in-aid are available on the basis of financial need only.

V A R S I T Y A T H L E T I C S — As a m e m b e r of the Michigan Intercollegiate Athletic A s sociation, which is comprised of seven Michigan colleges, H o p e ’s varsity athletic pro gram has established a solid reputation for excellence and championship caliber. Ray Smith is the Director of M e n ’s Athletics; A n n e Irwin is the Director of W o m e n ’s Ath letics. Coaching staffs are listed below: M E N ’S C O A C H I N G S T A F F W O M E N ’S C O A C H I N G S T A F F Baseball — B o b Johnston Basketball — Terri MacFarland Basketball — Glenn V a n Wieren Cross Country — William Vanderbilt Cross Country — William Vanderbilt Field Hockey — T B A Softball — A n n e Irwin Football — Ray Smith Golf — D o u g Peterson S w i m m i n g — John Patnott Soccer — T B A Tennis — D o n n a Sass S w i m m i n g — John Patnott Track — Russ DeVette Volleyball — D o n n a Sass Tennis — Bill Japinga Track — Gordon Brewer

INTRAMURAL ATHLETICS — Intramural athletics are open to all m e m b e r s of the College community. Students or faculty m e m b e r s m a y form a team to enter competi tion. Competition in the following sports has been developed for m e n and w omen: archery, badminton, basketball, cross country run, football, racquetball, softball, swimming, tennis, track and volleyball. M e n also m a y compete in golf, racquetball and soccer. There are also club sports Including competition in lacrosse, water polo, sailing, w o m e n ’s soccer and badminton.

ADMISSION T O H O P E ADMISSION O F F R E S H M E N H o p e College encourages qualified students to submit their applications. Admission is selective and based on the secondary school record, Including class rank, grades and course selection, data obtained from the application form and national test re sults. Students are rec o m m e n d e d to apply early in the fall of their senior year. To obtain an application for admission, students should ask their high school guidance counselor or write to: Office of Admissions H o p e College Holland, Michigan 49423 To be considered for admission the following items must be submitted: 1. Completed application 2. $15 application fee ^ 3. High school transcript 4. A C T or S A T scores T h e secondary school program should include four years of English, two years of mathematics, two years of a foreign language, two years of social sciences and one year of a laboratory science as well as five other academic courses. T h e Admissions Committee will accept either the A C T or S A T as a component of the completed application. However, the A C T is preferred by the Admissions C o m m i t tee for two reasons: 1. T h e scores of the subsections of the A C T are used in waiving portions of the core requirement for students who s e score in the subtest area of English, Math, Social Studies or Natural Sciences indicates a proficiency in that area. 2. Information provided by the Student Profile Report will be used by the aca demic advisors w h e n counseling students in course selection and career planning. T h e A C T or S A T should be taken in the spring of the Junior year or the fall of the S e nior year. For more information about the A C T (American College Testing Prograrn) students should see their high school guidance counselor or write: A C T (American College Testing Program) Box 414 Iowa City, lA 52240 (Hope College’s A C T reporting code is #2012) For information about the S A T (Scholastic Aptitude Test) students should check with their high school guidance counselor or write: S A T (The College Board) Box 592 Princeton, NJ 08540 (Hope College’s S A T reporting code is #1301) H o p e College should be the direct recipient of test results. Applications are submitted to the Admissions Committee as soon as all information has arrived. Applicants can expect a decision shortly after submission of the proper forms. T h e Admissions Committee m a y withhold a decision for further information; applicants will be notified of such a need and asked to submit the additional informaition.

Candidate’s Reply Date All accepted applicants are asked to pay a $200 advance deposit by M a y 1. $150 of this amount is applied to the falltuition and the remainder is used as a security deposit. T h e $50 security deposit is refundable, minus any fees owed, upon leaving the col lege through graduation or withdrawal. All accepted applicants are asked to pay the $200 fee as early as possible (after acceptance) to insure adequate planning on the part of the college. Students accepted after M a y 1 are expected to pay this fee within 15 days of acceptance.

Interviews and Campus Visits A personal visit to campus, while not a requirement, is strongly r e c o m m e n d e d and encouraged. Students and parents are welcomed to visitthe Admissions Office where c a m p u s tours, class visits and faculty conferences can be arranged. Students are urged to arrange for c a m p u s interviews by appointment at least a w e e k ahead of the desired time. The Admissions Office isopen M o n d a y through Friday 8:00 — 5:00 (Eastern Time Zone) throughout the year. T h e Office is also open on Satur day mornings during the fail and spring semesters by appointment only. The Admis sions Office is located on College Avenue at Graves Place and can be reached by phone (616) 392-5111, extension 2200, or by writing Admissions Office, H o p e Col lege, Holland, Michigan 49423. Those arriving at Kent County Airport in Grand Rapids m a y arrange transportation to H ope College through the Admissions Office at a round trip cost of $20.00. Persons should notify the Admissions Office of transportation needs prior to arrival at the airport. Holland is also serviced by the Short-Way North Star and Greyhound Bus Lines. Transportation is available for visitors arriving at the Holland Bus Terminal providing prior arrangements have been m a d e with the Office of Admissions. Amtrack services Holland from Chicago. VISITATION D A Y S are held several times through the year and provide high school students, transfer students, and their parents an opportunity to experience a day on campus. Activities available include attending classes, pre-professional conferences, eating lunch in the dining hall, and having a guided tour of the campus. Visitors should meet at 9:00 a.m. in the Phelps Dining Hall. Pre-registration is preferred and can be arranged by calling the Admissions Office at (616) 392-5111, ext. 2200. Please enter the cafeteria from the main lobby of Phelps Hall located on the corner of 10th and Col umbia Streets. Dates for Visitation Days this academic year are: Friday, October 18,1985 Friday, January 17,1986 Friday, N o v e m b e r 1,1985 Friday, February 7,1986 Friday, N o v e m b e r 8,1985 Friday, March 7,1986 Friday, N o v e m b e r 22,1985 Friday, April 11,1986 J U N I O R D A Y is scheduled for Friday, April 18, 1986. Students and their parents should arrive at the Phelps Dining Hall at 9:00 a.m. for an opportunity to learn more about H o p e College, admissions, and financial aid, as well as meeting with faculty and students In academic departments of the visiting student’s interest. P A R E N T S of interested students m a y also attend Visitation and Junior Days. The College will hold special meetings for parents covering various topics of interest to them.

ADMISSION O F T R A N S F E R S T U D E N T S H o p e College accepts applications from students in good standing at accredited universities and colleges.

To be considered for admission the following Items must be submitted: 1. Completed application 2. $15 application fee 3. High School transcript 4. College transcript (all previous colleges) 5. A C T or S A T scores Applications are submitted to the Admissions Committee as soon as all information has arrived and applicants can expect a decision shortly after submission. T h e A d missions Committee m a y withhold a decision for further information; applicants will be notified of such a need and asked to submit the additional information. Transfer applicants will be expected to submit final college transcripts before enrolling.

TRANSFER OF CRED!T The standard for the acceptance of credit toward H o p e College degree requirements from institutions of higher learning will be the accreditation of that college by its re gional accrediting association as listed In the current report of the American Associa tion of Collegiate Registrars and Admissions Officers. Exceptions to this general rule m a y be obtained only by application to the Registrar prior to enrollment. A m a x i m u m of 65 semester hours of credit m a y be transferred from a community or junior college. A student transferring to H o p e transfers only the credit earned but does not transfer grades and honor points. H o p e College subscribes to the Michigan As sociation of Collegiate Registrars and Admissions Officers Articulation Agreement. Transfer students seeking a H o p e College diploma must complete their last 30 hours on H o p e College’s campus.

ADMiSSfON O F SNTERNATIONAL S T U D E N T S H o p e College welcomes the Interest of international students wishing to study on our campus. To be considered for admission the following items must be submitted: 1. Completed application 2. $15 application fee 3. Secondary school record 4. Evidence of proficiency in the English language (usually the Test of English as a Foreign Language (TOEFL) or a comparable English proficiency test) 5. Evidence of little or no need for financial assistance Applicants should be able to communicate well in English. The T O E F L score should be approximately 550 or above. Financial aid available to international students is extremely limited. While the Admissions Committee m a y find a student qualified for admission, no acceptance letteror 1-20 can be sent to students until they have assured the College that they have the necessary funds to finance their education at Hope. W h e n international applicants have been accepted, the acceptance letter and an 1-20 will be sent.

ADMISSION O F N O N - D E G R E E S T U D E N T S Persons interested in enrolling at H o p e College on a part-time, non-degree basis need not complete the formal application for admission. A shorter form is available from the Admissions Office and must be submitted for each semester or term an individual wishes to study at H o p e College. This form does not normally require previous high school or college transcripts nor an application fee. Students accepted on a non degree basis are not eligible for financial assistance. Full college credit is granted for students w h o pay the regular fees. Ifa student wishes to be admitted as a degree student, the application process outlined in "Admission of Freshmen” or “Admission of Transfer Students'’ must take place.

AUDITING C O U R S E S Persons wishing to audit courses at H o p e College should follow the s a m e procedure outlined under the section “Admission of Non-Degree Students.” Credit is not granted for persons auditing classes. However, the course will be re corded on the student’s permanent transcript.

S U M M E R SESSIONS H o p e College offers a variety of c a m p u s s u m m e r sessions. The three-week M a y Term and the three-week June Term allow students to enroll for a m a x i m u m of 4 semester hour credits while the six-week S u m m e r School allows enrollment for a m a x i m u m of 7 semester hour credits. Admission to any of the s u m m e r sessions is granted to any qualified candidate, but this admission does not imply admission to H o p e College as a degree seeking can didate. Applications for Single Term Admissions are available by writing to the A d missions Office.

C O L L E G E CREDIT B Y EXAMINATION T h e H o p e College faculty believes that students should pursue their studies at their established level of competence. Tests are available to determine this level and H o p e encourages its prospective students to investigate their use. T h e following tests are available to H o p e students: A D V A N C E D P L A C E M E N T P R O G R A M (APP)— A program sponsored by T h e Col lege Board. Generally credit is granted to students that received grades of 4 or 5. Grades of 3 are evaluated by the respective department which determines ifcredit will be granted. C O L L E G E L E V E L E X A M I N A T I O N P R O G R A M (CLEP) — H o p e will generally grant credit for subject area examinations based on the guidelines as established by The College Board. H o p e is a Limited Test Center and students can take C L E P e x a m s on campus. (Please refer to page 106 of this catalog.) H O P E D E P A R T M E N T A L E X A M I N A T I O N S — W h e r e C L E P or other nationally normed tests are not available, departmentally prepared examinations can be taken. These are not to be confused with placement e x a m s that s o m e departments offer. For further information about credit examination, contact the Registrar’s Office. A d ditional information can be found beginning on page 107 of this catalog.

READMISSiON Students w h o have withdrawn from the college are not automatically readmitted. C o n sideration for readmission will include an evaluation of 1) the student’s prior record at H o p e College, 2) any additional college courses completed at other institutions, and 3) the student’s reason(s) for wanting to return to H o p e College. A n application for readmission must be obtained from the Admissions Office. Itshould be completed and returned to the Admissions Office at least two weeks prior to registration. A $10 fee nriust a c c o m p a n y the application. Readmitted students are required to pay a $100 deposit by M a y 1. $50 of this amount is applied to tuition and the remainder is used as a security deposit. T h e $50 securi ty deposit is refundable, minus any fees owed, upon leaving the college through graduation or withdrawal.

FINANCIAL ASSISTANCE To determine most equitably the distribution of funds available for financial aid, Hope College requires all students applying for assistance to m a k e application for admisÂ sion to H o p e College and to have forwarded to the college a copy of the Financial Aid F orm (F.A.F.) which is a part of the College Scholarship Service. Students applying for entrance into H o p e College should address all inquiries concerning financial aid to the Office of Financial Aid. T h e Financial Aid Form should be submitted by March 1 (January 31 for Michigan residents) to receive consideration for the following school year. A renewal form of the F.A.F. must be submitted by M a y 1 to receive financial aid consideration for the subsequent school year. T H E C O L L E G E S C H O L A R S H I P S E R V I C E (C.S.S.I â&#x20AC;&#x201D; More than 1300 colleges and universities, including H o p e College, participate in this service^ The C.S.S. publishes and distributes the confidential financial statement (F.A.F.) which is to be filled out by parents and students requesting financial aid consideration. The parents indicate on this form all pertinent family information and financial data, so that the college can m a k e decisions that are fair both to the individual and to the student body. T h e F.A.F. is distributed through the secondary schools or m a y be obtained at any college financial aid office. W h e n completed by parents and students, the statement should be forwarded to the College Scholarship Service. For incoming freshmen the deadline for filing the F.A.F. is Mar c h 1; Michigan residents are encouraged to subÂ mit the F.A.F. by January 31 for priority consideration for state-sponsored programs. For returning and transfer students the deadline is M a y 1. T h e College Scholarship Service will evaluate and forward the F.A.F. to the college(s) n a m e d on the form. H o p e College also accepts the Family Financial Statement (F.F.S.) provided by the American College Testing Program. However, the F.A.F. is preferred.

FINANCIAL AID T O STUDENTS S C H O L A R S H I P A N D FINANCIAL AID H o p e College provides financial assistance to students on the basis of both finaricial need and academic achievement. T h e purpose of this program is to promote ex cellence in scholarship and to enable students to choose Hopereven ifthey have limited financial resources. T h e financial resources for this program of financial assistance c o m e from H o p e Col lege resources — primarily, e n d o w e d scholarships (which are listed in the last sec tion of this Catalog), and gifts to the Annual F u n d — and also from the State of Mich igan and the Federal Government. Details on these programs and procedures for ap plying are given in the following paragraphs.

NEED-BASED FINANCIAL AID To determine most equitably the distribution of funds available for financial aid, H ope College requires all students applying for assistance to complete a copy of the Finan cial Aid F o r m and have itanalyzed by the College Scholarship Service. Our desire is to help in every w a y possible the qualified student w h o is in need of financial assistance. Most awards are based upon financial need, but specific funds m a y have additional eligibility requirements.

Determination of Awards Most aid dollars are awarded on the basis of a national formula that measures each family’s ability to pay college expenses. T h e formula takes into account factors such as family income and assets, family size, retirement needs of parents, students sav ings, student s u m m e r work expectation, number of children in college, and unusual medical expenses. The “fairness” of the formula is continually reviewed and altera tions frequently occur to insure that the results represent a realistic measurement of each family’s abilityto m a k e college expense payments. The financial need equa tion is as follows: Total College Expenses - Family Contribution = Financial N e e d (direct and indirect (national formula (aid eligibility costs) determination) maximum) T h e expense budget is set by the college and reflects modest indirect costs (books, travel, clothing, and spending money) beyond the standard tuition, room and board charges. The family contribution isfixed by the national formula, thus “financial need” will be relative to college costs. Applying for Financial Aid The process of asking for financial aid is not nearly as complicated as you might think. A family can apply for federal, state, and H o p e College aid by sending one form to a processing agency. W e prefer that you filethe Financial Aid F o r m (F.A.F.) with the College Scholarship Service, but w e will also accept the Family Financial Statement (F.F.S.) processed by the American College Testing Service. Both forms are readily available in all high schools. You still need to file an admission application with H o p e College since w e cannot act upon your aid request until you have been accepted for admission. H o p e College does not require an application for aid in addition to the F.A.F., but you should apply prior to the deadline dates listed below to insure priori ty treatment: _ ... ' Deadlines Freshmen — February 15 (Michigan Residents) March 1 (Non-Michigan Residents) Transfers/Upperclassmen — March 15 (MichiganResidents) M a y 1 (Non-Michigan Residents)

Description of Aid Types and Sources A. G IFT A S S I S T A N C E — Scholarships and grants are non-repayable forms of aid. Both are normally based upon need and the scholarship normally requires a B average in order to be renewed the following year. H O P E C O L L E G E A I D — Each year a n umber of the scholarships awarded are sponsored by gifts to the college. These scholarships are listed on page 305. Without the generous support of these friends of the college, H o p e would not be able to offer the great n umber of scholarships itdoes. N o special application is necessary since recipients are picked from those students awarded general schol arships. 1. Scholarship— Gift aid based upon need plus a cumulative G P A of 3.0 at the time of application. Awarded for one school year and renewable based upon continued need and a 3.0 + cumulative GPA. The award is credited automat ically to the student's account each term. Aid is restricted for use toward tui tion. Eligibility limited to full-time degree students and normally a m a x i m u m of 8 semesters of aid can be received. 2. Grant— S a m e conditions as the scholarship except for the G P A requirement. N o G P A requirement established for the grant. However, the student must meet the Satisfactory Progress Standards of the College for renewal of the award. Grant assistance is frequently used to replace lost scholarship assis tance. 3. A c a d e m i c Achievement A w a r d — Gift aid (freshmen, sophomores, and ju niors only in 1985-86) based upon financial need, plus a cumulative G P A of 3.0 at the time of application. T h e awards range from $400 to $700 and are in addition to the regular H o p e Scholarship. This scholarship isonly available to students not already receiving other H ope sponsored awards; i.e.. National Merit, Presidential, Distinguished Scholar Awards, and Valedictorian Awards. Renewal of this scholarship is contingent upon retaining a cumulative 3.0 GPA. F E D E R A L AID 1. P E L L Grant— Gift entitlement based upon exceptional need; awarded direct lyfrom the federal government. M a x i m u m giftof $2000 in 1985-86 based upon expected appropriations. Students must be enrolled at least half-time (6 hours) in order to be eligible. Aid is credited automatically to the student’s account u p o n presenting a valid “ Student Aid Report (S.A.R.)” to the aid office. Grants averaged $1147 in 1984-85. 2. Supplemental Education Opportunity Grant— Gift assistance based upon exceptional need awarded from funds granted to H o p e College. Full-time enrollment required by H o p e College due to limited funds. Grants averaged approximately $627 in 1984-85. Aid is directly credited to a student’s account each semester. S T A T E O F M I C H I G A N AID 1. Michigan Competitive Scholarship — Gift assistance based upon financial need and A C T test score taken prior to college. Aid is directly credited to a student’s account each semester and a 2.0 G P A is required for renewal. Full time enrollment is required. M a x i m u m semesters of eligibility are 10. M a x i m u m amount per school year will range from $1700 to $2200 in 1985-86 (con tingent upon pending legislation).

Micliigan Tuitlon Grant — Gift assistance based upon financial need only and must be used at a Michigan private college. Aid is directly credited to a student's account each semester. N o m i n i m u m G P A is required, but recipi ents must meet H o p e College’s satisfactory academic progress standards. Students enrolled at least half-time are eligible ifneed is established. M a x i m u m amount per school year will range from $1700 to $2200 in 1985-86 (con tingent upon pending legislation). B. E D U C A T O O N A L L O A N S — Long term educational loans are awarded on the basis of financial need and repayment does not begin until after graduation or withdrawal from college. Before deciding whether to accept a loan you should carefully read the section below which describes the loan which m a y be offered. You are urged not to accept a loan for an amount larger than absolutely necessary, and are en couraged to consider both part-time employment and cutting d o w n on expenses as a m e a n s to keep your aggregate loan debt to a minimum. Loans offered have been m a d e possible by previous student borrowers repaying their loans and your repayment will be required to assist future students. You should keep this in mind w h e n itc o m e s time for you to begin repaying your loan. There have been considerable changes in the interest rates for student loan pro grams and s o m e students receive funds from more than one program at rates which can vary from 5 % to 9 % . In order to provide you with an estimate of the repayment implications of student loans, the following chart demonstrates payment sizes for a ten year repayment plan: Moothly Monthly Monthly Total A m o y n t Fayments Fayments Payments B o rrowed @5% @ 8% @9% $ 2,500 $30 Minimum* $50 M i nimum* $50 Minimum* 53.04 60.67 63.34 5,000 7,500 95.02 79.55 91.00 10,000 106.07 121.33 126.68 ' R e p a y m e n t would be in less than 10 years.

H O P E C O L L E G E AID 1. Institutional L o a n s — H o p e College institutional loans are for students w h o meet various criteria. Generally, no interest accrues nor is repayment required while the recipient maintains at least half-time student status at H o p e College. Interest, at the rate of 5 % , begins six months after graduation or termination of student status at Hope. Repayment isto be m a d e in 16 quarterly payments over four years. Deferment of principal payment can be m a d e during graduate study only. These loan funds are listed on page 315. F E D E R A L AID 1. National Direct Student L o a n — This loan program is awarded on the basis of financial need to students enrolled full-time in a degree program at H o p e College. M a x i m u m annual amounts are $1500 and $6000 total for the under graduate degree. Repayment of principal and interest begins six months after the borrower ceases at least half-time enrollment and m a y continue for a period not to exceed ten years. The interest rate is5 % and there isa cancella tion provision for enrollment in special areas of teaching or certain types of service in the military. 2. Guaranteed Student Loan — Educational loans for students enrolled at least one-half time. Financial need os a requirement. T h e m a x i m u m loan is $2500 per academic year, but not more than $12,500 for undergraduate study. The interest rate is 8 % and the Federal Government pays the interest as long as

the borrower maintains one-half time enrollment status. Repayment normally begins 6 months after one-half time enrollment ceases and up to 10 years m a y be allowed for repayment. Application is normally m a d e to a hometown bank. 3. P L U S (Auxiliary) L o a n — A n educational loan available to parents of depen dent students not based upon financial need. These loans are obtained from h o m e banks. The parent m a y borrow a m a x i m u m of $3000 per academic year, per dependent at an interest rate of 12%. Payments begin within 60 days of loan disbursement. Parents m a y have up to 10 years for repayment. C. S T U D E N T E M P L O Y M E N T — During the academic year, 1200 H o p e students hold part-time jobs on campus. T h e average work load is 10-12 hours per w eek which allows a student to earn approximately $1000-1200 per academic year (based on the hourly rate of $3.35). Students are paid on a bi-weekly basis, and itis their responsibility to m a k e pay ments toward any outstanding balance on their account. Ifa student is eligible to be employed on-campus, he/she will be advised of such eligibility via their Financial Aid Award Letter. Employment placement is deter mined by a student’s financial aid eligibility with highest priority given to those students with the greatest need. Because of the high degree of competition a m o n g students for certain positions, itis.sometimes difficult to place each student ac cording to their preference. Every effort is made, however, to accommodate each student’s request. I M P O R T A N T N O T E : A student accepting certain forms of federal aid (e.g.. N a tional Direct Student Loan, Supplemental Grant, College Work-Study, or Guar anteed Student Loan) Is limited by law in the amount of on-campus work he or she m a y accept. Should it appear that a student m a y exceed his/her limit, itwill be necessary for the student to terminate all on-campus employment or to decline an amount of aid equal In amount to the projected surplus earnings. C a m p u s employment is funded both via institutional monies and the federallyfunded College Work-Study Program. Through this federal program, H o p e Col lege is annually awarded federal funds to pay 8 0 % of eligible student wages.

Payment of Financial Aid to Students Most financial aid is directly credited to the student’s account each semester. The credit is normally for 5 0 % of the total aid unless otherwise indicated and will appear on the advance billing mailed prior to the semester by the Student Accounts Office. Pell Grant funds cannot be disbursed until the complete triplicate Student Aid Report (S.A.R.) is received and validated. National Direct Student Loans and H o p e Loans require that student recipients sign the promissory note each semester prior to disbursement. Guaranteed Student Loans and c a m p u s employment earnings are not credited to the student’s account since payment is normally m a d e directly to the student. Aid from outside private and community sources is frequently sent directly to the student, but m a y be sent directly to the college for endorsement. Such funds are not credited to the student’s account until they are received. Renewal of Financial Aid Renewal consideration for financial aid each year depends upon three factors; satisfactory academic progress, continued demonstration of financial need, and the availability of funds. In order to be eligible for renewal consideration, students must submit the required Financial Aid Form (F.A.F.) by Mar c h 15 for Michigan residents and by M a y 1 for non-Michigan residents. Each summer, renewal candidates w h o demonstrate financial need based upon the F.A.F. will be awarded financial assistance for the next academic year. The dollar amounts of aid will normally remain

constant ifa student's need remains the same. Aid increases or decreases are based upon the F.A.F. evaluation. Itis the student’s responsibility to secure a n e w F.A.F. each year from the Financiai Aid Office. Satisfactory academic progress m e a n s that students are allowed to continue their fuji-time degree status by the Registrar’s Office plus they must meet the following m i n i m u m standards of credit accumulation in order to be eligible for aid renewal: Years Enrolled (Full-time) M i n i m u m Credit Hours Required to at H o p e R e m a i n Eligibie to Continue o n Aid 1 15 hours 2 40 hours 3 69 hours 4 99 hours •Aid beyond four years is awarded only iffunds are available after meeting the needs of students enrolled less than four years. * N o aid available beyond five years.

IF Y O U H A V E A N Y Q U E S T I O N S O R P R O B L E M S . C O N T A C T US: O F F I C E STAFF: Financial Aid Office Phyllis K. H o o y m a n H o p e College Director of Financial Aid Holland, Ml 49423 Gail H. Smith Phone: (616) 392-5111, Ext. 2090 Associate Director

MERDT-BASED SCHOLARSH5PS As part of its commitment to academic excellence, H o p e College seeks to recognize students w h o have compiled superior academic records while in high school. The scholarships listed below are awarded to freshmen primarily on the basis of academic achievement. Financial need isrtofacriterion. These scholarships are applicable to tuition only and are restricted to one per student recipient. Application:Students w h o have applied for admission to H o p e College are automat ically eligible for scholarship consideration. N o special scholarship application is necessary. Information collected in the admission process will be used to select scholarship recipients. Deadline:Students whose applications for admission are postmarked no later than February 15 of their senior year in high school are assured consideration for meritbased scholarships. Recipients will be notified on a rolling basis, concluding in ear1.

Presidential Scholarships — The goal of this program is to recognize broad academic achievement, to provide opportunity for broad intellectual explora tion, and to encourage students to fully develop their academic abilities and interests. Special out-of-class activities are scheduled for freshmen Presiden tial Scholars. Students are selected on the basis of superior records of academic achieve ment, marked intellectual interest, and demonstrated leadership abilities. Number: Forty per class Contact: Office of Admissions Renewable annually to a m a x i m u m of 8 semesters contingent upon academic performance.

National Merit Scholarships — H o p e College annually sponsors scholar ship recipients through the National Merit Scholarship Program. Consideration is limited to National Merit Finalists w h o inform the National Merit Scholarship Corporation that H o p e is their first choice college. Annual stipends will vary, depending upon individual financial need as de termined by the Merit Corporation. National Merit Scholars attending H o p e College will receive scholarship stipends, whether or not financial need is demonstrated. National Merit Scholars are included in all special activities that are scheduled as part of the Presidential Scholar Program. Number: Twelve per class Contact: Phyllis Hooyman, Director of Financial Aid . 3. Distinguished Scholar A w a r d s — These scholarships are awarded on the basis of the overall academic record in high school, including course selec tion, grades, class rank, and standardized test scores. While selection is based primarily on academic performance in high school, applicants in art or the performing arts m a y be asked for a portfolio or audition. Number: Ninety per class Contact: Office of Admissions Renewable annually to a m a x i m u m of 8 semesters contingent upon academic performance. 4. Valedictorian Scholarships — These scholarships are available to high school valedictorians enrolling as freshmen at H o p e College w h o are not selected to receive one of the other Hope-sponsored merit-based scholar ships. Certification by the high school of valedictorian status will serve as authorization to award the scholarship. Number: O p e n ' Contact: Office of Admissions Renewable annually to a m a x i m u m of 8 semesters contingent upon academic performance.

STUDENT EXPENSES A C A D E M I C Y E A R 1985-1986 General Fees;'

Per Semester

A c a d e m i c Year

Tuition — 12 to 16 credit hours $3,122.00 $6,244.00 Board — 21 meals per week^ 805.00 1,610.00 Roorn^ 580.00 1,160.00 Activity Fee 18.00 36.00 Total $4,525.00 $9,050.00 Laboratory Fees: Certain courses require payment of laboratory fees to cover the costs of special materials and activities provided during course instruction. These fees generally range from $5.00 to $125.00 per course and are in addition to the general fees. Applied Music:^ Organ, Piano, Voice or Instrument O n e thirty-minute lesson per w e e k for one semester. . . . . . . . . . . . . . . . . . . . 2 hrs. credit $ 40.00 O n e forty-five minute lesson per w e e k for one semester. . . . . . . . . . . . . . . . . . . . 3 hrs. credit 60.00

Special Fees: Application (paid by each student upon application for admission) F O C U S Program Enrollment Deposit: $150 applied against general fees and $50 used as a deposit which is refundable upon graduation or withdrawal ifall other fees and charges have been paid in full. Tuition Deposit:^ Payable at time of fall registration which occurs during the spring and applied toward Fall tuition Tuition above normal 16-hour load (per credit hour) Tuition: 8-11 hour load (per credit hour) Tuition: 5-7 hour load (per credit hour) Tuition:® 1-4 hour load (per credit hour) Tutorial: Per credit hour (by special arrangement) Late Payment Service Charge — assessed iffull payment is not received by due date

$ 15.00 125.00

200.00

75.00 75.00 195.00 140.00 100.00

190.00 50.00

H o p e College reserves the right to Increase the tuition, room, a n d board fees at any time Other board options are: 15 meal plan: $t ,520.00 per year, 10 meal plan: $t ,400.00 per year. All rooms in College housing are contracted for the (Allege academic year. Single rooms and apartments will be m a d e available ifspace permits at an additional charge. ' Fees for applied music are In addition to the normal credit hour charge.

Tuition deposit Isnot refundable Ifthe student does not enroll forthe fallsemester. Students enrolled for 1-4 credit hours are not eligible for special College services or allowed to attend Col lege events without purchasing an identification card.

Payment of College Bills:' All bills are due and payable In advance of the beginning of each semester. Bills will be rendered in advance and payments should be directed to the Student Accounts Office. A late payment fee of $50.00 is m a d e on all accounts not paid in full by sched uled dates approved by the college. In accordance with standard practice at colleges and universities, students are re quired to m a k e satisfactory arrangements with the Student Accounts Office for the settlement of all financial obligations before final examination, graduation, the is suance of transcripts, or registration for a succeeding term. A service charge of 1 V 2 % per month (annual percentage rate of 1 8 % ) will be added to the unpaid balance of the accounts of all students w h o are no longer enrolled at H o p e College.

Refunds:^ Contractual arrangements with m e m b e r s of the faculty and staff, and other provisions for education and residence, are m a d e by the college for an entire year in advance to accommodate each registered student for the full academic year; therefore, should a student withdraw before the end of a semester the following rules will apply: 1. R O O M R E F U N D — Enrolled students are required to live in college housing and contract a room for the academic year. Prorated refunds will only be Issued to those students w h o officiallywithdraw for reasons of health. N o other refunds will be issued. 2. B O A R D R E F U N D S for students officiaily withdrawing from the college will be prorated. N o changes In boarding plans m a y occur after student I.D.’s have been made. A n y requests for a late change in board plan should be directed to the D e a n of Students Office for consideration. 3. TUITION R E F U N D S ® for students w h o officiallywithdraw from college, or are suspended, will be computed from the beginning of classes as follows: F A L L S E M E S T E R 1985 — S P R I N G S E M E S T E R 1986 — Aug. 27 — Sept. 4 . . . . . . 1 0 0 % Jan. 7 — Jan. 1 6 . . . . . . 1 0 0 % 88 Sept. 5 — Sept. 11 . . . . . . 8 0 % Jan. 17 — Jan. 23 . . . . . . 8 0 % Sept. 12 — Sept. 1 8 . . . . . 6 0 % Jan. 24 — Jan. 30 ........ .6 0 % Sept. 19 — Sept. 25 . . . . . 4 0 % Jan. 31 — Feb. 6 . . . . . . . 4 0 % Sept. 26 — Oct. 4 . . . . . . 2 0 % Feb. 7 — Feb. 1 4 . . . . . . . 2 0 % After Oct. 4 . . . . . N O R E F U N D After Feb. 1 4 . . . . N O R E F U N D

1. Special arrangements for payment of part of your college expenses over an extended period can be3 rm a d e by contacting T h e H o p e College Student Accounts Office. 2. Failure to complete a non-returning student form by the end of the fourth w e e k of the succeeding semester will result in the forfeiture of the $50.00 Enrollment Deposit. S e e P a g e 103 for m o r e Information regard ing withdrawal a n d non-returning procedures. 3. Students w h o drop classes after the official drop-add period but remain enrolled in the college will not receive a refund for the dropped classes.

THE DEGREE P R O G R A M T h e curricular program is based on the concept of four academic years of full-time college work leading to the Bachelor of Arts, the Bachelor of Music, the Bachelor of Science, or the Bachelor of Science in Nursing degree. This program is designed to challenge students to explore the broad range of h u m a n experience and also to probe deeply into a limited segment of that experience. T h e H o p e College curriculum requirements are divided into two areas: the Core Cur riculum and the Academic Major. The Core Curriculum isdesigned primarily to enable students to acquire a broad understanding of various aspects of h u m a n activity which will enlarge their comprehension of the world in which they live, help them in disciplin ing their mind, and assist them in developing a vital Christian philosophy. The Academic Major requirement is aimed primarily at ensuring that students focus their intellectual endeavors on an area of their special skills and knowledge needed to contribute in a significant w a y to the betterment of humanity. Taken together the Core Curriculum and the Academic Major, along with the various professional sequences, are the curricular m e a n s whereby the College seeks to fulfill its two major responsibilities, those of stimulating the growrth of individuals as per-' sons and of preparing individuals to take their place as responsible and competent Christian world citizens.

I. OBJECTIVES O F THE CURRICULUM AT H O P E C O L L E G E T h e course offerings of H o p e College are designed to promote in the student the following basic attributes of a liberally educated person: A. T h e ability to understand, evaluate and communicate ideas. B. A broadened awareness. C. T h e ability to engage in intensive study. D. A sense of interrelatedness of knowledge, experience and responsibility. T h e curricular requirements established for the bachelor’s degree are designed to 89 ensure that students address themselves to all of these objectives.

II. REQUIREMENTS F O R THE B A C H E L O R ’S D E G R E E Requirements for the Bachelor’s degree briefly stated are: 1. Completion of at least 126 semester hours with a m i n i m u m 2.0 cumulative grade point average. 2. Completion of the core curriculum. 3. Completion of a major program with a 2.0 cumulative grade point average in the major. THE C O R E CURRICULUM Qualified students m a y obtain waivers of certain portions of the Core Curriculum. C o n sult the listing below for waiver procedures for individual components. ACT-based waivers are granted automatically and no further action is necessary by the student. N O T E : Adjustments to the Core Curriculum have been m a d e for the Bachelor of Music and the Bachelor of Science in Nursing degrees. See the Department of Music or Department of Nursing course sections for the core requirements for these degree programs. T h e Core Curriculum consists of the following components:

A. Fundamental Skills— 7 semester hours 1. Expository Writing i. (Engiish 113) 4 hours

Rationaleand Objectives Knowledge has littlevalue unless itcan be communicated to others; there fore, every course offered in the College should help students improve their writing skills. The freshman rhetoric course is to be viewed as a foun dation course, not as an end in itself. The emphasis of this course isplaced, therefore, upon rhetoric and the fundamentals of expository writing. S p e cifically the course aims at furthering the freshman student’s ability to re flect critically, logically, and speculatively on significant topics and ideas and to express his reflections clearly, forcefully and in orderly fashion. CoursePattern . A four semester-hour course to be taken in the freshman year. Since itm a y be difficultto learn and to teach the fundamental writing skills without us ing s o m e issue or topic with itsattendant literature to provide focus, model and inspiration, faculty employ such an organizing principle in the teaching of rhetorical skills. This course assumes that students entering itwill have already achieved s o m e understanding of principles of grammar, syntax, and mechanics. To provide help for students w h o show significant deficiencies in these areas, the Academic Skills Center will provide individuajized instruction for any student needing and requesting help in developing writing skills. Students w h o present a score of 27 on the ACT-English e x a m qualify for a waiver of this component of the core. 2. Mathematics (3 hours)

Rationaleand Objectives

. In a society which depends ever more heavily on quantitative definition and analysis of issues and problems, basic mathematical skills are clearly necessary ifa person isto function effectively. The aim of the mathematics requirement is to help the student achieve this facility in using quantitative symbols and methods. All courses eligible for fulfilling the requirement should help students understand better the nature and structure of mathematics. Course Pattern . ^ Since students enter college with significant differences in their mathe matical skills, and since their vocational directions m a y require specific mathematical skills, no single course is best for all students. Therefore, a variety of course offering is provided from which the student m a y choose. Advisors will assist students in making a wise choice, in lightof background and major directions. Students w h o present a score of 27 on the ACT-Math e x a m qualify for a waiver of this component of the core.

B. Cultural History and Language — 19 semester hours RationaleandObjectives In order for modern persons to live responsibly in a pluralist society and help shape its future, they need to have s o m e sense of their past and the ways in which the thoughts and actions of the past have shaped their pres ent. In a multi-lingual world they need to deepen their understanding of the unique role of language, including those not native to them, in part to develop an appreciation of the cultural contribution of other people. The cultural history requirement introduces students to the chief intellectual developments of the western cultural tradition, by directing their study to

significant primary documents and artistic creations in chronological se,quence. Second language acquisition enhances the student’s ability to gain access to materials not in English and provides a complimentary op portunity for the examination of the western cultural tradition from another vantage point. CoursePattern— Language(7semesterhours) Four options can be exercised to satisfy this requirement: Option 1 — Complete a course n u m b e r 102 or 172 in the Department of Foreign Languages and Literatures. Option 2 — B e placed in H o p e ’s 200-level course on the basis of a place ment test administered by the Department of Foreign Lan guages and Literature. Option 3 — Present a m i n i m u m score of 550 on a C E E B Foreign Lan guage Achievement Test (The Reading-Listening Test, ifpos sible). This test is normally taken during the junior or senior year in high school. Option 4 — Complete one semester of concentrated study of a foreign language in a country where that language is an official lan guage and under the auspices of a foreign study program rec ognized by the College and approved by the chairperson of the Department of Foreign Languages and Literatures. N O T E : A student w h o speaks natively a language other than English is exempted from the language component of the Cultural History and Language requirement. Course Pattern— CulturalHistory(12semesterhours)

Tomeettheobjectivesofthisrequirement, thestudentmustsatisfytwo components: Component 1 —

Complete one course from each of the following disci plines: English, History, and Philosophy. The student must select from the following approved A-Block (ancient period) courses: English 231, History 130, or Philosophy 219 or from the following approved B-Block (modern period) courses: English 232, History 131, or Philosophy 220. T w o A-Block courses and one B-Block course or one A-Block and two B-Block courses must be chosen to fulfill this component. C o m p o n e n t 2 — Complete one additional course from the approved courses listed above O R complete a 201,203, or 271 course in the Depart ment of Foreign Languages and Literatures.

AlternatecoursePatternforBoth Language and CulturalHistory A. IDS 123,124 — T w o Souls of Germany. A n integrated language and culture program focusing on G e r m a n y from the age of Goethe to the collapse of the W e i m a r Republic. Corequisite for IDS 123 is G e r m a n 101. T h e completion of G e r m a n 101,102; IDS 123,124; and two addi tional courses from the cultural history component of the core curric ulum (one of which must be English 231, History 130, or Philosophy 219) will fulfillthe 19-hour Cultural History and Language component of the core curriculum. B. IDS 133-134 — T h e Golden A g e of Greece. Concentrated study of classical Greek language combined with the study of Greek culture and history, concentrating on Athens in the 5th century B.C. This program plus two courses from the cultural history component of the core cur riculum (one of which must be English 232, History 131, or Philosophy

220) will fulfillthe 19-hour Cultural History and Language component of the core curriculum. The college iscommitted to excellence in written expression. Every course in the Cultural History requirement will include writing and the evaluation of writing.

C. Social Science — 6 semester hours Rationaleand Objectives This requirement is designed to help students understand the structure and functions of the major institutions of society and the major patterns of h u m a n behavior, and to bring these understandings to bear upon the problems they will face and decisions they will be required to m a k e ifthey are to live effectively and constructively in society.

Course Pattern O n e course must be chosen from the core-designated courses in the eco nomics or political science areas — courses currently designated to satisfy this portion of the core are Economics 201 and Political Science 101; and one course must be chosen from the core-designated courses in the c o m munication, psychology, or sociology areas — courses currently desig nated to satisfy this portion of the core are Communication 101, Psychology 100, Sociology 101, and Sociology 151. Students w h o present a score of 27 on the ACT-Social Science e x a m qualify for a waiver of three hours of this requirement. Students with such scores m a y elect any three-hour course from those approved to satisfy this requirement. ,

D. Natural Sciences — 8 semester hours Rationaleand Objectives The magnitude ofthe influence of science and technology in today’s world is obvious and raises challenges and problems for rnodern m e n and w o m e n individually and collectively. T h e purposes of this segment are to deepen the student’s understanding of the scientific interpretation of the natural world, to explore the aims, methods, limitations, and moral implica tions of the scientific enterprise, and to study the influence of science and technology on society and m a n ’s environment.

Course Pattern To meet these objectives, the student must: 1. EITHER complete a four-semester-hour introductory course with lab oratory in the natural sciences and complete another four hours of sci ence. For the non-science major, the overall objectives are best met with completion of 2 two-semester hour topical courses in the natural sciences (excluding computer science). At least one of these courses must be taken in a department other than the one in which the laboratory course is taken. Total requirement is 8 hours. 2. OR, for students w h o have good high school preparation in natural sci ence and w h o present a score of 27 on the ACT-Natural Science exam, complete 6 hours of science courses usually taken as 3 two-hour topical courses in the natural sciences. At least two departments must be rep resented in the student’s choice. A two-hour topical course in computer science is allowed toward fulfillment of this requirement. T h e total re quirement is 6 hours for students w h o have met the waiver requirement.

E. Performing & Fine Arts — 6 semester hours Rationaleand Objectives A liberally educated person knows, understands, and experiences those

creations of humankind which speak of grandeur and misery powerfully in a form generally identified as art. To develop aesthetic sensibilities and awareness of the richness of the arts of the past and present, a student should not only be introduced to the ar tistic reactions of others, but also be involved in the creative process. Part of the arts requirement (three hours) is designed to introduce students to masterpieces of one or more of the arts and to provide them with the back ground and skills important for an appreciative understanding of them. The other part of the requirement isdesigned to help students explore further, but itespecially encourages them to engage actively in the creative and performing process.

CoursePattern T h e student m a y fulfill these objectives by 1. Conipleting an introductory course in art, music, theatre, or an inter disciplinary course in the arts. Courses designated to fulfillthis require ment are Art 160, IDS 101, Music 101, Theatre 101,105 (Theatre m a jors), 153. 2. A N D , Completing three hours of course work in one or more disciplines otherthan the one chosen fortheintroductory course. Another introduc tory course m a y be taken, or any performance or studio course in cluding dance studio, or any fine arts theory or fine arts history course, unless specifically exempted, m a y be used to fulfillor partially fulfillthis three-hour block. A student with an extensive fine arts background m a y apply to the chairpersons of the individual departments for a waiver of either c o m ponent of this requirement.

Reliigion — 6 semester hours Rationaleand Objectives The Christian Faith has had a profound influence on the history of western civilization and is a powerful force shaping the future. T h e notion that all of life and nature are gifts of G o d and that mankind is called to be a faithful 93 steward of these gifts m a k e s the study of the Christian religion an essen tial part of the curriculum. This segment is designed to aid students to de velop a mature understanding of the Judeo-Christian tradition, to acquaint students with the methodological tools used in the study of religion, to sharpen their ability to evaluate their o w n religious commitments, and to assist them in evolving an integrated world view.

CoursePattern Three hours are to be elected from the Basic Studies in Religion: Religion 111,121,131,141 or 151. The remaining three hours are to be drawn from an appropriate upper-level religion course. For junior and senior transfer students, a total of 3 hours is required. Students with extensive religious training m a y apply to the Chairman of the Department of Religion for a waiver of the Basic Studies component of this requirement.

Physical Education — semester hours Rationaleand Objectives Physical health and fitness have been part of the ideal of the liberally ed ucated person since the time of the ancient Greeks. In this modern m e c h anized and affluent society, m a n has tended to forget the importance of physical activity and proper diet. The purpose of this requirement isto help students understand the principles of proper diet and exercise and estab-

lish habits and skills that will enable them to reach and maintain good health and physical fitness. CoursePattern ^ ^^ . This requirement is met by completing Phys. Ed. 140, Health Dynamics, a two-semester-hour course. T h e first part of this course will focus on the knowledge of diet and exer cise as they relate to fitness and health. T h e second part will deal with the application of th© principlos established and will involve students in an ac tivity or activities which best suit their physical fitness needs. Waivers are not granted for this requirement. Transfer students m a y substitute activity courses for this requirement.

H . Senior Seminar — 3 hours RationaleandObjectives

H o p e College is an institution which professes that life is regarded as G o d ’s trust to man. In this context students are helped to discover their individual abilities, and to develop as competent, creative, and c o m p a s sionate h u m a n beings, devoted to serving G o d in all areas of life. From these aims the Senior Seminar’s core requirement w a s developed. Through personal assessment of one’s education and lifeview, the Senior Seminar is intended to serve as the capstone to an education at H o p e Col lege. T h e Seminars are designed to help students 1) consider h o w the Christian faith can inform a philosophy for living, 2) articulate a philosophy for living in a coherent, disciplined, yet personal way, 3) to understand secular contemporary values in Christian perspective.

CoursePattern

Senior Seminars are three-hour courses offered both semesters. Courses should be taken by second-semester junior and seniors unless by special permission. S e e the Department of Interdisciplinary Studies section for courses approved to fulfill this requirement. Waivers are not granted for this requirement.

The Major Programs T h e bachelor degree requires the successful completion of a major program. The Bachelor of Arts degree m a y be earned in thirty-seven fields of major concentration: ancient civilization, art, biology, business administration, chemistry, classical Ianguages, communication, computer science, dance, economics, engineering science, English, French, geology, geochemistry, geophysics, German, history, humanities, international studies, language arts, Latin, mathematics, music, literature and history, music theory, philosophy, physical education, physics, political science, psychology, religion, science, social studies, sociology, Spanish, and/or theatre. T h e Bachelor of Music degree m a y be earned in performance, vocal music educa tion, and/or instrumental music education. T h e Bachelor of Science degree m a y be earned in biology, chemistry, computer science, geology, mathematics and physics. Nursing majors m a y elect either a Bachelor of Arts degree or the Bachelor of Science in Nursing (B.S.N.) degree. A student m a y formally declare a major anytime after the firstsemester of college work as long as the student is in good academic standing. Normally, the choice of a m a jor program is m a d e by the end of the sophomore year. Every student must declare and be assigned an academic advisor in the major area by the time senior status is

obtained (94 semester hours), or the student m a y be asked to withdraw from the degree program. For all those courses counting and required for a particular major program an average grade point of 2.00 or better is required for graduation. (Certain governmentally su pervised programs such as teacher certification m a y require higher grade point averages. Students must be aware of such special criteria.) . 1. T h e Department Major T h e departmental major is the most c o m m o n m e a n s by which H o p e ’s stu dents engage in an intensive study in one field of knowledge. U p o n deciding in what department to major and after consultation with the academic advisor a student m a k e s formal declaration of a major to the Department Chairper son on the appropriate form from the Registrar’s Office. T h e Department Chairperson assigns a n e w advisor. T h e student and the n e w advisor then work out the academic program in line with all the specific requirements of the major program as stated in the course listing section of the catalog. The student should b e c o m e familiar with all the departmental requirements in order to graduate from the College. T h e Department Chairperson will certify to the Registrar that all the criteria for the major have been met including the 2.00 gpa required in the major area course work. 2. T h e Composite Major T h e composite major is an alternative to the departmental major. While the composite major seeks to fulfillthe s a m e objectives as the departmental m a jor, namely, the ability to engage in intensive, in-depth scholarly inquiry, the composite rnajor allows for special alignment of courses from several depart ments to fulfill a particular academic or vocational objective. T h e composite major is just as rigorous as a department major, but itallows the tailoring of an academic program to a field or topic of inquiry other than a departmental field. S o m e composite majors have been formally established and are listed on page 96 of the catalog. Guidelines for the Composite Major — T h e following guidelines are established for those contemplating a composite major and for those responsible for approving such a major: 1. Applicants must present a rationale for their composite major. This must in clude a definition of the field of inquiry. This field must be more specific than a random collection of courses from several departments in the s a m e division. 2. The composite major should consist of at least 36 credit hours of course work aimed at providing depth in the defined field of inquiry. 3. Of these hours, at least half should be in courses that are not elementary but upperlevel courses (normally courses numbered over 300). 4. A s for all applications for majors, the request for a composite major should be m a d e at the close of the sophomore year and certainly no later than three semesters prior to graduation. U p o n acceptance the student will be assigned a major advisor who, in consultation with the student, has responsibility for determining the specific course sequence that must be followed to complete the major, and w h o certifies to the Registrar that the major has been c o m pleted. Students interested in pursuing a composite major should consult with the Registrar about application procedures. T h e Composite Major Committee shall consist of a divisional dean and two ad hoc faculty m e m b e r s invited to review a particular application. O n e of the ad hoc faculty m e m b e r s m a y serve as the student’s academic advisor w h e n the application is approved.

THE COMPOSITE M A J O R FOR THE ELEMENTARY EDUCATION STUDENT — Education students planning to seek certification in Elementary Education and not intending to major in one department should plan to follow one of the composite pro grams already approved. Such a student should consult with the Department of E d ucation by the end of the sophomore year. T h e composite major leading to certifica tion in Elementary Education consists of a m i n i m u m of 36 hours in related academic fields and requires a concentration of at least 18 hours in one academic field. At pres ent, the following composite majors are approved: ' Language Arts (Communication, English Language, Foreign Languages) — Focus is on languages as a communicating art. Humanities (Literature, Art, Music) Social Studies (History, Political Science, Sociology, Economics, Geography) Science (Biology, Chemistry, Geology, Mathematics, Physics) P S Y C H O L O G Y - S O C I O L O G Y ( S O C I A L W O R K ) M A J O R is designed for students w h o are intending to enter professions which require intimate contact with h u m a n s and affects h u m a n welfare. T h e major builds upon a broad liberal arts base and ex amines: 1) the philosophies of social welfare; 2) various theoretical perspectives of Psychology and Sociology. Requirements include: Psychology 100or200,230,260,280or330,370,380or410. Sociology 101,232,241,242, or 312,262,442. It is strongly r e c o m m e n d e d that the student take Mathematics 210 for the College ' mathematics requirement, and Animal Biology or H u m a n Ecology and Principles of: Heredity for part of the requirement in science. ; Sociology 443 or 446 is r e c o m m e n d e d for all students. _ Students contemplating this major should consult with Prof. J a m e s Piers of the Sociology Department by the end of their sophomore year. , Also see “Social W o r k ” listed under pre-professional programs, pg. 270. T H E G E O L O G Y - P H Y S I C S C O M P O S I T E M A J O R is an integrated curriculum de signed to prepare students w h o are planning to follow a graduate career in geophysics. Required Courses: ^ Geology: 101,241,242,315,341 and 441 Mathematics: 135,136,235 Physics: 121,122,270,241,242,341,381,382 Three additional courses are required; at least one in the Geology Department and one in Physics. These courses are: Geology: 332,432,453 Physics: 342, 352,361,362 Students contemplating the geophysics major should consult with the Chairmen of the Geology and the Physics Departments for additional information. T H E G E O L O G Y - C H E M I S T R Y C O M P O S I T E M A J O R is an integrated curriculum de- { signed to prepare students w h o are planning to follow a graduate career in geo-j chemistry. Required Courses: Chemistry: 111,121,221,321,322, and 343 Geology: 101,241,242, 315,332,432 Mathematics: 135,136,235,270 Physics: 121,122,225

Students contemplating the geolog^-chemistr^composite m^^or should consult with T H E C O M P O S I T E M A J O R IN I N T E R N A T I O N A L S T U D I E S is designed for the stu dent intending to enter a profession in which an international focus is of particular importance. This major will serve as preparation for careers in such fields as Inter national Business, Economics, Political Science, Law, History, Sociology, and the .Arts. ;n addition to the normal sequence of courses taken to satisfy the general require ments at H o p e College, eighteen credit hours of required courses plus eighteen credit hours of elective courses are needed to complete this major. Requirements include: Economics 308 Economics 402 History 355 Political Science 251 Political Science 352 Sociology 151 A m o n g the eighteen elective hours of credit students must take: — one non-U.S. History course — a Foreign Language 250 course (or a course which comparably stresses a cultural approach to International Studies) — an Independent Study intended to draw work of this major together. It is strongly r e c o m m e n d e d that students participate in an internship with an inter national focus for at least one semester and preferably for a full year. T H E C O M M U N I C A T I O N / E N G L I S H C O M P O S I T E M A J O R is designed to equip students with speaking, reading, listening, and writing skills, as well as a background in communication theory, familiarity with a range of literature, and practical ex perience in media. ALL-COLLEGE REQUIREMENTS: ‘ English 113 English 231 Communication 101 C O M MUNICATION A N D ENGLISH REQUIREMENTS: Communication 140 or 160 Communication 151 Communication 220 or 210 Communication 460 or 365 English 245 ^ Twelve hours of literature courses, at least nine in courses numbered 295 and above , . Five or six hours of writing to be chosen from: English 213, English 214, English 215 English 254, English 255, English 256, English 313, English 454, English 493, Communication 255, and Communication 356 E L E C T I V E C O U R S E S (5 or 6 hours required, more recommended): English 359 or Communication 395 Additional writing courses in English and/or Communication Communication 251 and/or other broadcasting courses Additional literature courses CO-CURRICULAR PROGRAMS: . Students electing the Communication-English Composite Major are required to have two semesters experience working on one or more of the c a m p u s media — the anchor,Opus, Milestone, and W T H S .

Semester Hours and Quality Points To be eligible for graduation, students must pass all college required courses and must present a minimum of one hundred twenty-six (126) credit hours of college work. T h e grade average of all course work must be 2.0 or higher.

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Residence Requirement Under normal circumstances, the final 30 semester hours of the H ope College degree program must be completed at H o p e College or in an off-campus program sponsored by H o p e College. This latter category would include the Great Lakes Colleges As sociation programs, and those of the Institute for European Studies. In certain in dividual cases, an exception m a y be granted through the following procedure: 1. The Registrar, in consultation with the student’s department chairman, m a y approve the taking of a m a x i m u m of 15 semester hours of the final 30 at another educational institution. 2 . Ifa student seeks permission to complete the entire senior year at another educational institution, approval must be given by both the Student Stand ing and Appeals Committee and the registrar. Such requests should be sub mitted to the Registrar w h o will forward each request to the appropriate persons. 3. In both of the above exceptions, approval must be granted in advance of the student’s enrollment in the other institution and all H o p e College academic requirements must be completed by the graduation date. N o student will be graduated from H o p e College w h o has not spent a m i n i m u m of one full aca demic year as a full-time student on the H o p e College h o m e c a m p u s during the period in which the student has junior or senior standing. MINORS While minors are not required for the degree, concentrations of course work in a de partment m a y qualify students to have this minor listed on their permanent record. 98 Consult the departmental listings for approved minor programs. Minor declaration , forms are available at the Registrar’s Office. Minors are required for teacher certification and students w h o intend to be certified to teach at the elementary or secondary level should consult with the Education D e partment.

III. THE C O N T R A C T CURRICULUM The curricular design for the A.B. degree at H o p e College, as previously outlined, m a y not be appropriate for all students. The Contract Curriculum is an alternative pro gram for achieving the educational objectives of the College. The Contract Curriculum m a y replace both the general college requirements and the requirements for the major. The Contract Curriculum rests on several assumptions. First, there are s o m e students w h o are not only capable of, but also eager for more self-determination in their educa tion. Second, the current presupposition that students ought to learn broadly at first and then proceed to greater and greater specialization is not necessarily valid for all students. In fact, the inverse of that academic pyramid might be more productive with s o m e students. For some, concentrated studies in the sophomore year in one academic area might be a better approach to the ultimate achievement of the Col lege’s educational objectives. Because of the n e w horizons opened by concentra tion, intensive study m a y serve as a more effective tool than the present “ Introduc tion to— ’’courses in creating the desire for investigation of other areas. Finally, the

Contract Curriculum is not to be considered as an honors program. N o m i n i m u m grade point average shall be established as a prerequisite for the acceptance into the contract curriculum. To implement this Contract Curriculum proposal, the following guidelines are required to be followed by students and faculty: 1. In order to be admitted into the Contract Curriculum program, students must have completed two semesters of full-time study (minimally 24 hours) at Hope College. However, students m a y apply and complete all preliminary steps for admission to the program at any time after the midterm point of the semester in which they will complete a m i n i m u m of 24 semester hours taken at H o p e College. (Action on applications will be deferred until students have c o m pleted the 24 hour requirement.) 2. Itwill be the responsibility of the students to provide concrete evidence that they are able and both sufficiently responsible and motivated to pursue such an independent program. (The evidence shall include past academic record, letters of recommendation, an interview, and other appropriate support.) Students entering the Contract Curriculum must accept the contract as their full-time academic program for that semester. 3. Students must seek out one faculty m e m b e r w h o will act as mentor for a period normally not to exceed two semesters. T h e student and the mentor will pro pose a contract which outlines the course of study. 4. T h e writing of the contract is of crucial importance and care must be taken to m a k e itas comprehensive as possible. T h e contract shall state the educa tion objectives and m e a n s for carrying them out, provide criteria for evalua tion, acknowledge educational risks involved, and m a k e provisions for “State ments of Progress” to the Faculty Contract Committee which m a y include oral examinations and/or the presentation of papers or special projects. 5. T h e written contract shall be submitted to the Registrar w h o will convene a Faculty Contract Committee c o m p o s e d of a divisional dean, one faculty m e m b e r appointed by the Registrar w h o will serve as chairman of the c o m mittee, and two faculty m e m b e r s selected by the student and the mentor. The Faculty Contract Committee will evaluate the contract in light of the educa tional objectives stated above in item 4 and grant approval based upon ad ditional criteria designed to maximize the possibility of the student’s suc cessful completion of the contract. 6. Academic credit for students involved in the Contract Curriculum will be re corded on the student’s transcript in any of the three following ways: a. As independent study in an existing department; b. A s an IDS course specifically designated to cover contract curriculum programs; c. A s a course already in existence in the Catalog. In the last instance, the student m a y arrange with the instructor to fulfillthe objectives of the course on an individualized or independent basis. This crediting procedure is not an implicit recommendation that the Contract Curriculum be designed only as a realignment or novel juggling of existing courses. Rather, itis intended to provide a m e a n s for recording and assessing the student’s effort and, at the s a m e time, translate the student’s program into terms meaningful to other institutions w h o evaluate H o p e ’s transcripts. Provided the student thoroughly understands the risks involved,any or all of the credits m a y be recorded as Pass or Fail ifthe Contract C o m mittee so agrees. However, students under the Contract Curriculum m a y request con ventional grades in s o m e or all aspects of their program. The Chairman of the Faculty

Contract Committee shall designate the faculty m e m b e r s (or others) w h o will assign grades for the student’s permanent record. 7. The Faculty Contract Committee, having periodically evaluated the student’s progress, will certify the fulfillment of the contract according to the terms pro posed therein. 8. T h e period of the contract shall be no less than a semester in duration and m a y extend to the time of graduation. Ifthe contract shall extend to the time of graduation, which could be as long as three years, the Faculty Contract Committee will have full power and responsibility to determine whetherthe student’s work fulfillsthe requirements of the Bachelor’s degree and whether the student has adequately reached the objectives to receive that degree. 9. Should a student decide to terminate the contract before the time of its fulfill ment or at the end of any semester prior to graduation, the Faculty Contract Committee will have the final decision as to h o w m a n y credit hours of work have been completed and where they shall be applied to the curriculum, after consulting with the chairpersons of the appropriate departments. 10. Faculty m e m b e r s volunteering to serve as mentors will be expected to do so as a part of their normal responsibilities. Faculty m e m b e r s will consult with their chairman and with their Divisional D ean on the matter of faculty work load. 11. Special contract applications, registration and credit evaluation forms shall be provided by the Registrar’s Office. Students registered for the Contract Curriculum are assessed regular tuition.

too

G E N E R A L A C A D E M I C REGULATIONS System of Grading Each student receives a grade in his/her courses at the middle and at the close of the semester. T h e mid-semester grades, designed to give the student an indication of his/her progress, do not appear on a student’s transcript. T h e system of grades is as follows: QuaiityPoints Significance Grade 4.0 per sem. hr. Superior A 3.7persem. hr. Superior A3.3 per sem. hr. Good B+ 3.0 per sem. hr. Good B 2.7 per sem. hr. Good B2.3 per sem. hr. Adequate C+ 2.0 per sem. hr. Adequate C 1.7 per sem. hr. Adequate C1.3 per sem. hr. W e a k but passing D+ 1.0 per sem. hr. W e a k but passing D 0.7 per sem. hr. W e a k but passing D^ 0.0 or nothing Failure F 0.0 or nothing Pass (Pass/Fail Option) P Incomplete I Withdrawal W In progress IP Quality points, the numerical equivalent of the letter grade, are used to determine the student’s rank in class, academic honors, and academic warning, probation, or suspension. By w a y of example, a student receiving an A, B, C, D, or F in a threesemester hour course earns 12,9,6,3, or 0 quality points respectively. T h e number of earned quality points divided by the n u mber of semester hours attempted (ex cluding "Pass” hours) establishes the quality point average (GPA) of a student. A quality (or grade) point average of 2.0 shall be required for graduation from H o p e 101 College. Grade Reports Grades are reported by the Registrar both at midterm and at the conclusion of the semester. Final grades b e c o m e part of the official record of the student. Copies of both midterm are issued to the student at the college; final grades are mailed to the student at his h o m e address. Incompletes A n incomplete (I) is given only w h e n unusual circumstances beyond the control of the student prevent giving a specific grade. T h e “ I” grade must be removed within six weeks after the close of the session in which the incomplete w a s given. Ifnot re m o v e d within this time, the incomplete (I) b e c o m e s a failure (F). Degrees are not awarded to those students w h o have incomplete (j) grades. A degree candidate whose record shows an incomplete (I)grade(s) at the time of his/her requested degree date will be m o v e d to the next degree date.

Academic Honesty

Cheating and plagiarism are the two most obvious violations of academic honesty. In brief, plagiarism is the borrowing of ideas, words, organization, etc., from another source or person, and claiming them as original. A n y specific questions of a student regarding the nature and various forms of plagiarism should be discussed with indi vidual faculty members. Ifany m e m b e r of the community takes part or acquiesces to any form of cheating, plagiarism, or other academic dishonesty, he clearly demonstrates his lack of per sonal integrity and his disregard of this mutual trust of the community. Such activity can result in failure of a specific assignment, an entire course or, iffla grant, dismissal from the College.

Academic Standing D E A N ’S LIST: Full-time, degree-seeking students w h o have earned a semester grade point average of 3.5 are placed on the D e a n ’s List. This list is compiled at the end of each semester. Notice of this award is sent to the student, to the student’s parents or guardian, and the student’s h o metown newspaper. P R O B A T I O N : T h e College requires that its degree students attain a m i n i m u m 2.0 cumulative grade point average for the awarding of the A.B.,B.S., B.S.N. or B.Mus. degree. A student who s e cumulative grade point average indicates that the ac complishment of the degree objective is in jeopardy is placed on academic proba tion. T h e following schedule applies: 0-32 sem. hrs. attempted ■ - below 1.6 cum. gpa - -probation 33-50 sem. hrs. attempted ■ -below 1.7 cum. gpa- -probation 51-65 sem. hrs. attempted ■ -below 1.8 cum. gpa- -probation 66-79 sem. hrs. attempted ■ -below 1.9 cum. gpa- -probation 80-95 sem. hrs. attempted ■ - below 1.95 cum. gpa - ■probation 96 + sem. hrs. attempted --below 2.0 cum. gpa- -probation

T h e student is informed by letter of his being placed on academic probation and a copy of this letter is sent to the student’s faculty advisor and the student’s parents 102 or guardian. . DISMISSAL: A student m a y be dismissed from the degree program for academic reasons if, in the judgment of the College, such action is felt to be in the best interest of the student. S uch action is possible for a student ifhe or she has been on proba tion for two succeeding semesters, his cumulative grade point average is significantly below the guidelines above, and his academic record shows no trend toward the im provement of his grade point average. A letter informing the student of his dismissal is sent by the Provost and a copy of this letter is sent to the student’s faculty advisor and to the student’s parents or guardian.T h e decision to dismiss a student for aca demic reasons m a y be appealed, ifdone so within ten days of receipt of the letterfrom the Provost, to the Student Standing and Appeals Committee. Ifa student is dismissed from the degree program for academic reasons, the earliest he/she m a y apply for readmission to the degree program is one academic year from the date of his/her dismissal. At the time of his/her application for readmission, the student must present convincing evidence of his/her ability and desire to complete H o p e ’s degree program. Opportunity m a y be given the student to demonstrate this ability and desire to complete the degree program by allowing him/her to enroll at H o p e as a non-degree student. A student experiencing academic difficulty is encouraged to seek help from his faculty advisor or from the College’s staff. T h e College desires to aid the student in every w a y possible to attain his degree objective. Questions relative to academic standing m a y be addressed to the Registrar.

Certification of Veterans Students receiving benefits from the Veterans Administration should be aware of the following: 1) Benefits are discontinued ifa student is on academic probation for more than two successive semesters. The schedule on page 102 of the catalog applies. 2) Benefits are paid only for courses which directly apply to the student’s authorized program and for the degree requirements for that program. 3) Benefits are paid on ly for courses for which credit is earned. Withdrawing from a course m a y affect the student’s benefits. Courses taken on an audit basis do not count toward benefit hours. Incomplete grades must be resolved within six weeks. 4) A n y changes in a student’s program must be authorized by the Veterans Administration. Students w h o receive veterans benefits should keep in close touch with the Office of the Registrar to m a k e sure that all requirements are met so that benefits can con tinue without interruption. Withdrawal from College In order to assure himself/herself of an honorable dismissal from college, a student withdrawing from college any time during an academic term must obtain a withdrawal form from the Registrar’s Office and have itsigned by the D ean of Students, Student Accounts Office Manager, and the Registrar. N o refund will be given to a student until the above form is processed. Non-Returning Students Students w h o withdraw from the College after completing the semester in which they are currently enrolled must notify the College by the end of the fourth w e e k of the suc ceeding semester. Alt financial refunds will be withheld until the student submits a Non-Returning Student Form. Forms m a y be obtained at the Registrar’s Office in the DeWitt Center.

Repeating a Course 103 N o grade m a y be removed from the student’s permanent record but if a student wishes to raise his mark in a course, he m a y repeat any course at Hope. In computing the student’s cumulative grade point average, the original course mark will be re placed by the grade in the repeated course and the record of the original attempt will remain part of the student’s record for information purposes only. Ifthe course to be repeated is required for graduation or for a major, itshould be repeated the next time the course ifoffered. A H o p e College course m a y not be repeated for credit at another college or university. Change of Courses Students are urged to study the course offerings carefully before registration so that their course program for a given semester need not be changed. The following limita tions are placed on changing courses: A D D I N G A N D D R O P P I N G O F C O U R S E S — Students m a y add and drop courses without academic penalty during the first w e e k of classes. Drop/Add forms can be obtained in the Registrar’s Office in the DeWitt Center. W I T H D R A W A L F R O M C O U R S E S — A student m a y withdraw from a course after consultation with his instructor and counselor within the first ten (10) weeks of the semester. After the end of the first w e e k in the semester, the notation “W ” will ap pear on his record. Courses withdrawn from after the ten-week period wilt ordinarily be recorded as failures.

Pass/Fail Option Each junior and senior, as a part of his regular quota of courses, is permitted to elect and designate in each semester one course for which he will be granted the usual academic credit but will have the grade of this course recorded on his permanent record as a “P ” or an “F.” This procedure has the following provisions: 1. A student must be enrolled as a full-time student (12 hours or more) in order to qualify for the pass-fail option. 2. T h e course designated must lie outside the student's major field. Itm a y not be a required course, either by the department of the student’s major or by the College. Because of this requirement, a student should have declared his/her major prior to requesting that a course be designated pass/fail. 3. The student should perform the work, and otherwise fulfill all the regular re quirements of the course to the satisfaction of the instructor— having done this, he/she will receive a “P ” for pass, if not, an “ F ” for fail. 4. A n y student wishing to elect a course under the pass-fail plan should c o m plete the normal registration procedures and, within ten weeks following the completion of registration, should obtain a special pass-fail form from the Registrar’s Office. T h e student will indicate the course which he/she wishes to elect on a pass-fail plan, have itapproved by his academic advisor, w h o will be responsible for seeing that the course is not an all-college requirement. This form will then be returned to the Registrar’s Office where change in designation of this single course from a grade to a pass-fail plan will be made. A student m a y not change a course either to or from a pass-fail designation at any time other than the period allowed for electing the pass-fail option. 5. The student will, during the semester, receive grades for his work in the course, but at the end, will receive on his record a “ P ” or an “F.” Failures will be computed into the student’s cumulative grade point average. 6. T h e Professor will not be informed of the student’s election of the pass-fail grading system for his particular course, but this information will be available to the Professor at his request from the Registrar. T h e Professor will submit a letter grade for the student to the Registrar’s Office where itwill be trans lated to either the “ P ” or “F ” designation. 7. Students seeking admission to s o m e Graduate Schools and s o m e Profes 104 sional Schools should ascertain the m a x i m u m number of P-F courses which schools will accept. Auditing a Course A n y student m a y register to take any H o p e course on an audit, non-credit basis. Stu dents w h o desire to audit a course must indicate their intent to the Registrar within the first w e e k of the semester. Changes from credit to audit and vice versa will not be allowed after the firstw e e k of the semester has ended. T h e fee for courses taken on an audit basis is the s a m e as for those taken on a credit basis. Transfer Credit Whiie Enrolied at Hope . A student currently enrolled at H o p e College and wishing to transfer credit earned in a regular term or s u m m e r session at another accredited institution must have ap proval in advance for each course from the equivalent H o p e College Department Chairman and the H ope College Registrar. Forms to insure the transferability of these courses are available in the Registrar’s Office in the DeWitt Center. T h e credits for courses with grades of ‘‘C ” or better will automatically transfer ifad vanced approval has been obtained. Credit in courses with grades of C - ” or below will transfer only ifthe student’s cumulative grade point average at the institution is suing the credit is 2.0 or above.

Course number, course title,grade earned, credits awarded and the cumulative grade point average are posted on the student’s permanent record; however, the grade point average is not computed with the H o p e cumulative grade point average. Credit on ly toward the degree will be awarded. If prior approval for courses taken at other institutions is not obtained, the College reserves the right to deny credit for any course taken at another institution. Respon sibility for forwarding transcripts to the H o p e College Registrar lies solely with the student.

Honors Independent Study or Research Senior students with a cumulative grade point average of 3.0 or better m a y m a k e ap plication to their major departments to do an independent study or research project of exceptionally high quality. T h e project, depending upon its nature, m a y culminate in a meritorious report, essay, thesis, or public performance. Criteria for permission to pursue the project and criteria for the evaluation of the completed project will vary by department. Ifthe department decides that the completed project warrants honors distinction, the course will be listed on the student’s permanent record as Indepen dent Study or Research-Honors. Interested, qualified students should m a k e applica tion to their respective departments prior to registration for the project. Student Load T h e normal student load is sixteen hours per semester. Regularly enrolled students must carry a m i n i m u m of twelve semester hours of course work each semester to maintain full-time status. Veteran students under the G.l. Bill must carry a mini m u m of twelve hours to be considered full-time students and to receive m a x i m u m benefits. Foreign students, in order to maintain their visa status, need to maintain a m i n i m u m load of twelve semester hours. Permission to take more than a normal load is based upon the student’s previous academic record. Seventeen hours m a y be granted by the advisor. Application for more than seventeen hours must be m a d e to the Registrar. Under no circumstances will a student be permitted to take more than nineteen semester hours. Students car- .|Qg rying more than a normal load must pay a fee of $75.00 for each semester hour in ex cess of sixteen. A student’s normal s u m m e r load is three or four hours in a three-week session and six or seven hours in a six-week session. Overloads must be approved by the Reg, istrar.

Classification of Classes — Eligibility F R E S H M A N — Less than 24 hours or credit S O P H O M O R E — Student must have 24-57 hours of credit J U N I O R — Student must have 58-89 hours of credit S E N I O R — Student must have 90 hours of credit Ciass Attendance Since class attendance is regarded as an essential part of the educational process at H o p e College, the student is expected to benefit by classroom discussions as well as by his daily text assignments. Itis the student’s responsibility to present an excuse to his instructor and request make-up privileges. Classwork missed while students are illor a way on faculty-approved business should be m a d e up to the satisfaction of the instructor. Although make-up work will not in all cases remove the full adverse effect of the absence, a faculty m e m b e r will cooperate with the student in his attempt to m a k e up his loss w h e n such absence is unavoidable.

Appeals and Request for Academic Waivers A student m a y seek exemption from an academic regulation by appealing in writing to the Registrar. T h e student must secure the approval of his faculty advisor to waive an academic regulation. Ifthe student’s request is denied, he or she m a y further ap peal the decision to the Student Standing and Appeals Committee for final disposi tion. Appeals must be submitted to the Chairman of Appeals Committee within ten days after notification of the decision. If a student disputes a final course grade given by an instructor, the following pro cedure should be followed: 1) Ifthe instructor is not a department chairman, the stu dent m a y appeal to the department chairman, w h o will act as mediator. 2) Ifa chair m a n ’s final grade is in dispute, the senior m e m b e r of his/her department shall act as the mediator. T h e instructor whose grade has been questioned has the final decision in the matter.

Correspondence Credit Credit for correspondence work is accepted by H o p e College provided that these courses are offered by an accredited institution and are approximate equivalents to H o p e College courses. Credit by Examination While Enrolled at Hope Credit by examination is available to enrolled H o p e students through either the College-Level Examination Program (CLEP) or departmental examinations. Credit earned by m e a n s of any credit-bearing examination approved by the college m a y be used to satisfy specific core or major requirements. If there is a H o p e equivalent course indicated (applies to C L E P listing below) and ifthat course meets .|Qg a requirement, so, too will the credit earned via an examination for credit. CLEP: Credit is awarded for most C L E P Subject Examinations: no credit is granted for the C L E P General Examinations. Credit is awarded for scores which meet the guidelines established by the College Entrance Examination Board |n its national norming procedures (see table below). W h e r e possible, the C L E P Subject Examina tions are equated to existing H o p e courses and the examinations can be used to par tially fulfill general college requirements. T h e table below lists the available C L E P . Subject Examinations, those acceptable for H o p e credit, the mini m u m score needed for credit, the credit value of the examinations, and, where applicable, the H o p e equivalent course. CLEP Test Am. Gov’t. Am. History I:Early-1877 Am. History jl:1865-Pres. Am. Lit. Anaiysis & Interp. of Lit. Bioiogy Computer & Data Proc. Comp. Prog. — Fortran Ed. Psych. Elem. Comp. Prog.

Score Sem. For Credit Hrs. 47 46 46 46 49 46 47 48 46 48

3 3 3 6 6 6 3 3 3 3

Hope Equivalent Course Poli.Sci. 101 . None at this ievel None at this ievei None at this ievei English 245, 246, 247 Biology 100, or 111,112 None/Elective Credit Computer Science 120 Education 220 (Math 180) Computer Science 120

Score Sent. For Credit Hrs.

CLEP Test English Lit. French — FirstYear French— Second Year General Chemistry Generai Psychology German — First Year German — Second Year Hist. Am. Ed. Human Growth & Devel. Intro. Bus. Mgmnt. Intro. Accounting Intro. Bus. Law Intro. Macroecon. Intro. Microecon. Intro. Marketing Intro. Sociology Microbiology Money & Banking Spanish — FirstYear Spanish — Second Year Statistics Tests & Measurements Western Civilization

46 41 53 47 47 40 48 46 45 47 47 51 48 47 48 47 48 48 41 50 49 46 50

6 6 6 6 3 6 6 3 3 3 6 3 3 3 3 6 3 3 6 6 3 3 6

Hope Equivaie None at this level French 101,102 French 201,202 Chemistry 101,102 Psychology 100 German 101,102 German 201,202 None/Elective Credit Psychology 230 Bus. Ad. 351 Bus. Ad. 221,222 Bus. Ad. 341 Econ. 201 Econ.201 Bus. Ad. 331 Sociology 101 Biology 301 Bus. Ad. 460 Spanish 101,102 Spanish 201,202 Math 210 None/Elective History 130,131

H o p e has been established as a C L E P Limited Test Center which m a k e s itpossible for currently enrolled and prospective students to take the C L E P examinations on campus. Although General Examinations are not given credit, the General Examina tions are also available at the C L E P Test Center. D E P A R T M E N T A L E X A M S : W h e r e C L E P tests are not available or are not accept 107 able, departmentally prepared and administered examinations can be arranged. Contact the Registrar to m a k e such arrangements. Credit by examination in either of the above programs has the following limitations: 1. Examination credit will be awarded only ifthe student has not previously reg istered for the course in question at H o p e or in another institution. 2. N o n e of the credit by examination programs approved by H o p e m a y be used to m a k e up failures or replace grades already earned. 3. Credits earned by examination will be listed on the student’s record with the note that the credit w a s earned by examination. Grades and honor points will not be recorded. T h e credits, while counting toward graduation, will not be used in the computation of cumulative grade point averages. 4. Transfer students with examination credits will be required to submit test . scores for all examination credit awarded at another institution. 5. In keeping with the senior residency requirement, the last entries on a stu dent’s permanent academic record must be credits earned in residence and can not be by examinations taken after a student’s departure. 6. The m a x i m u m amount of credit by examination which can be applied toward the 126 hours required for graduation is 32 hours, 8 of which can be in the m a jor area of concentration. For further information about either the C L E P or departmental testing programs, con tact the Registrar.

Sophomore Competency in Writing H o p e College iscommitted to high standards in writing. Every faculty m e m b e r shares the responsibility to identify student writing problems and to m a k e formal referrals to the Academic Skills Center for remedial work. W h e n such a referral has been made, the student concerned is obligated to sit for a competency examination in writing ad ministered by the Department of English. N O M A J O R M A Y B E D E C L A R E D UNTIL T H E C O M P E T E N C Y E X A M I N A T I O N H A S B E E N P A S S E D . The examination will nor mally be taken in the second semester of the sophomore year. Application for Degree The College awards degrees in De c e m b e r (at the conclusion of the first semester), in M a y (at the conclusion of the second semester), and in July or August (at the con clusion of the final s u m m e r session). Degree candidates must inform the Registrar of their intention to graduate at the student’s final registration with the College. Students completing degree requirements in the M a y Term, June Term, or S u m m e r Session will be considered to be July/August graduates. All degree candidates for degree dates above are expected and encouraged to participate in the M a y c o m mencement. Degrees are not awarded to those students w h o have incomplete (I) grades. A degree candidate whose record shows an incomplete (I)grade(s) at the time of his/her requested degree date will be m o v e d to the next degree date. Academic Records of Transfer Students T h e record of a transfer student at the time of admission will be treated the s a m e as that of a H o p e College student for purposes of: A) Admittance and class standing (freshman-senior), B) Determining academic probation or good class standing, C) Determination of the satisfactory completion of required courses. T h e grade point earned at H o p e College is that which is provided the student upon graduation. For all ensuing official purposes, the record of the student shall be that which he obtains at H o p e College. 108

Student Records: Statement of Policy Records are kept in the various offices of the College in the interest of its students and alumni. To insure the student of the confidentiality of his/her record, the College supports The Family Educational Rights and Privacy Act of 1974 with itssubsequent legislation and regulations and has prepared a statement of policy on records to demonstrate compliance with this act. This statement is available in the Registrar’s Office. Transcript of Academic Record Transcripts of the student’s academic record are available from the Registrar’s Of fice. Currently enrolled students are assessed $2.00 per copy. The charge for multiple copies requested at the s a m e time is $2.00 for the first copy plus $1.00 each for the additional copies for official transcripts bearing the signature of the Registrar and the seal of the College. Unofficial copies for student use are available at a nominal fee. For students w h o are not currently enrolled in the College the charge is $3.00 per of ficial transcript. The charge for multiple copies requested at the s a m e time is $3.00 for the first copy plus $1.50 each for the additional copies. Payment isdue in advance. Transcripts will be withheld ifthe student has a past due account with the College. In order to insure the confidentiality of itsstudent records, transcripts will be released only upon the written request of the student.

Graduation Honors Graduation honors will be conferred according to the following regulations: The degree of Bachelor of Arts, S u m m a C u m Laude, will be conferred upon such as have met all the requirements and attained an average grade of 3.87 quality points. T h e degree of Bachelor of Arts, M a g n a C u m Laude, will be conferred upon such as have met all the requirements and attained an average grade of 3.6 quality points. The degree of Bachelor of Arts, C u m Laude, will be conferred upon such as have met all the requirements and have attained an average of 3.3 quality points. In no case will an honor degree be awarded to any student w h o has not taken at least two years of full-time course work in residence at Hope. ACCREDITATION H ope College is accredited by the North Central Association of Colleges and Schools, and has professional accreditation from the National Council for Accreditation of Teacher Education, the American Chemical Society, the National Association of Schools of Art, and the National Association of Schools of Music.

A C A D E M I C SESSIONS The Regular Session The majority of the curricular offerings are given in the two-semester regular session, beginning in late August and ending in May. Classes are held M o n d a y through Fri day throughout the day, the firstclass beginning at 8:00 a.m. and the last (ninth) period ending at 5:20 p.m., with s o m e evening offerings available. T h e College calendar is listed on the inside front cover of this catalog. Consult the Registrar for a listof course offerings. T h e basic program of offerings during the regular academic session is found in the next section under Course Descriptions. Several special programs are offered dur ing the academic year, s o m e on c a m p u s and s o m e in affiliated colleges and univer sities.

May Term — June Term Students m a y spend the last three weeks of M a y or the first three weeks of June by enrolling in one course for three hours credit. This concentrated approach allows for innovation in the nature of the course and the m o d e of instruction. A few of the Col lege’s regular and traditional courses are offered along with several novel courses that can only be approached in this manner. S o m e of the courses taught are offc a m p u s or m a d e up of one, two or three-day-long field trips. College facilities are available for dining and housing. By enrolling in M a y Term, June Term, and the regular S u m m e r Session, a student can accumulate nearly an entire semester’s credit at H o p e College. For further information about these sessions, contact the Registrar.

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The S ummer Session H o p e College offers a program of s u m m e r school study on its c a m p u s for H o p e stu dents and those from other colleges. T h e session extends for six weeks, the end of June to the beginning of August. The courses are undergraduate credit courses which can be applied toward the A.B. degree at H o p e or transferred to other universities or colleges. Students regularly enrolled at another college should secure advance permission from the Academic D e a n or Registrar of that college ifthey wish credit transfer for s u m m e r study taken at the H o p e s u m m e r school. Veterans m a y apply for full privileges under theG.I. Bill. A few courses are offered which m a y be acceptable at universities for graduate credit. Enrollment in the s u m m e r session does not assure admission as a degree candidate. Admission is flexible and open to high school seniors. For full details on the regular s u m m e r course program, write to the Registrar.

Summer Seminars in Literature and Methods of Teaching Engiish In August the English Department offers one-week seminars in literature and in methods of teaching English. S e e English Department listings for information.

SPECIAL A C A D E M I C P R O G R A M S O N - C A M P U S S T U D Y OPPORTUNITIES Opportunities for Taiented Students Students w h o c o m e to H o p e with exceptional academic backgrounds and/or excep tional high school academic performance m a y wish to consult with their advisors about ways in which their academic potential m a y be developed to the fullest extent. Credit by examination via AP, CLEP, or departmental e x a m s or waivers of core courses or introductory-level courses can be gained in order to avoid repetitive learn ing and in order to insure placement at the proper course level in fields where they m a y have advanced standing. Further, independent study and research, both at the underclass and upperclass level, m a y be pursued to develop fullya student’s interest in a particular topic. In m a n y departments, completely individualized study or up perlevel tutorials are open to superior students in either the junior or senior years. In several departments, notably biology, chemistry, geology, mathematics, physics, and psychology, opportunity is provided for talented upperclass majors to participate in s u m m e r research carried on by staff members. Students chosen take part in im portant research and under foundation research grants receive stipends for this work. Students with excellent academic records and an interest in college teaching as a career m a y apply for entrance into the Michigan Scholars in College Teaching Pro gram at the close of the sophomore year. Selected seniors in this program participate in a colloquium, “Explorations in College Teaching,” and receive several scholarly privileges and opportunities that help them m o v e toward this career. The Presidential Scholars Program T h e Presidential Scholars Program w a s established to give academically gifted stu dents w h o also demonstrate strong leadership potential an opportunity to broaden their educational program while at H o p e College. T h e students are invited into this program at the beginning of their freshman year. To continue to be designated as a Presidential Scholar, a student must maintain high scholastic standing. H e or she is encouraged to participate in the seminar for fresh m a n Presidential Scholars and in individual study programs as upperclassmen. In addition, the Presidential Scholars are invited to special sessions with faculty and distinguished c ampus guests and to participate in special forums and off-campus field trips. T h e goal of this program is to create opportunities for intellectual exploration and to assist students in finding challenging educational roles. The Presidential Scholars program is under the direction of the Provost of the College. Upward Bound Program . Upward Bound is an educational program designed to assist 70 high school students from the Allegan-Ottawa-Van Buren Counties area. To be admitted, students must meet the limited-income criterion established by the Federal Government and have the potential— even though their grades m a y not reflect it— to undertake a college education, the main purpose of the program isto assist these students to successfully pursue a post-secondary education. This year-round program consists of two phases: 1. .Residential S u m m e r Session A n intensive seven-week academic session offering two different programs: a. Non-bridge Program Includes students w h o have completed grades 9-11. Emphasizes the

mastery of basic skills in mathematics, English, and science for students with deficiencies in those areas; however, advanced courses are available in the s a m e areas for better prepared students. T h e above courses are complemented by electives in social sciences (sociology, psychology, communications, etc.), arts and crafts, photography, and modern lan guages. High school credit is recommended. Approximately 50 students are admitted to this program, b. Bridge Program Designed for students w h o have completed 12th grade. U p to seven col lege credits m a y be earned by each student. English 113 (Expository Writing I)is required for all the students w h o m a y complement their sched ule with any other course from the s u m m e r offerings at H o p e College. An average of 20 students can be admitted to this program each year. Academic Year Session During the school year, students in grades 9-12 attend twice a week, two and one-half hours each night, evening classes in reading, writing, and math, as well as tutorial sessions. Saturday sessions are held every month to foster the cultural and social development of the students along with their vocational education; speakers, study-tours, films, and group communication skills workshops are a m o n g the activities featured at these sessions. College testing, placement assistance (admission to college and financial aid) is pro vided to all the 11 th and 12th grade students and their parents. Recreational activities are also part of the program. Eligible students m a y participate at no cost; the U pward Bo u n d Program is funded by the United States Office of Education, H o p e College, and other local private sources.

O F F - CAMPUS S T U D Y OPPORTUNITIES All off-campus programs, independent of length, subject matter, or location, fall in to one of the following two categories: 1. Official H o p e College Programs H o p e College exercises direct or indirect academic and administrative con trol over these programs. Students w h o participate in these are screened by the Off-Campus Programs Admissions Committee and they remain on the rolls of H o p e College. Itis the responsibility of the student to demonstrate to the Off-Campus Programs Admissions Committee that he has m a d e prior ar rangement with the c a m p u s administrator and/or the academic departments concerned for the awarding of credit. O n c e the student isoff-campus, itis his continuing responsibility to communicate any program changes to the chair m a n of the department from which credit is expected. Students in these of ficial programs continue to receive administrative support and will be re garded as regular H o p e College students in all respects. They are entitled to retain financial aid and to have grades and credit earned recorded on the H o p e College transcript. 2. Non-Official Programs Students may, of course, enroll in other programs over which H o p e College does not exercise administrative or academic control. In the case of foreign programs, the International Education Office is ready to provide information. It is important to note that students enrolling in one of these programs are, in practical terms, withdrawing from the College. This m e a n s that they do not need the permission of the Off-Campus Programs Admissions Committee in order to participate. However, they also lose the right to use H o p e College financial aid awards and any credit earned will be treated as transfer credit.

Students thinking about participation in one of these programs should con sult their departmental advisor in order to determine whether or not transfer credit is likely to be accepted. U p o n completion of such a program, students wishing to return to H o p e College will need to apply for readmission. T h e programs described below and on the following pages are currently included in the first category of official programs.

D OMESTIC S T U D Y OPPORTUNITIES Washington Honors Semester Program T h e Washington Honors Semester Program enables superior s tudents from all dis ciplines to study in Washington, D.C., and to apply knowledge of their area as itrelates to government and politics. Select junior and senior students will take a seminar on American government and politics, participate in group interviews with congressmen and legislative staff, executives, lobbyists, political party officials, and journalists, in tern for two six-week periods in Congress, the executive branch, or with political in terest groups, and prepare extensive research papers upon their semester’s work. For further information contact Professors Robert Elder, Jack Holmes, Renze Hoeksema, or J a m e s Zoetewey. Area and Language Programs at G L C A Member Colleges H o p e ’s membership in the Great Lakes Colleges Association enables H o p e students to m a k e arrangements for the study of a n umber of critical languages. Depending on individual programs, students m a y transfer for a quarter, semester, year, or longer to one of the m e m b e r schools and still receive full credit towards graduation at H o p e College. T h e following area and language programs are currently available: Chinese at Oberlin and Wabash, Japanese at Earlham, Arabic at Kenyon, Hindi at Wooster, and Portuguese at Antioch. For further information contact Professor Neal Sobania. The Urban Semester in Philadelphia T h e Great Lakes Colleges Association and H o p e College sponsor jointly a program 113 designed to give students an opportunity for direct participation in an experimental approach to education through involvement as well as a term in an urban setting. Students participate in a city seminar and learn/work four days a w e e k with profes sionals in placements that are complementary to their academic and future interests. T h e city will play an instrumental role in the learning experience. Using Philadelphia as a case study, students in this program learn something about what a city is, h o w itworks and doesn’twork, h o w to live in it,what its problems, pleasures and poten tials are. At the s a m e time they also learn h o w to use the city as a resource; whatever their particular career or disciplinary interests, they discover that the city is a treasure trove of people, services and information they can use in developing the knowledge and skills they need. Urban life also m e a n s daily contact with radicaliy differing kinds of people, ideas, issues and situations. Stimulated by this contact with the n e w and unfamiliar, students examine and re-evaluate the attitudes and values they brought with them w h e n they came. G L C A faculty in Philadelphia lead seminars and discus sion groups, and direct independent study programs. For further information, con sult Professor Tony Muiderman.

Semester at the Chicago Metropolitan Center

of living and working in the metropolitan environment. T h e result is an unusual con cern for college students and the metropolitan city. U p to 16 hours of academic credit can be earned through the program in a W o r k In ternship, A Metropolitan Seminar, a Humanities Seminar, a Fine Arts Seminar, and a Values Seminar. A large n umber of internships are available to students through the Chicago Metropolitan Center. Students with almost any major interest can find work placements that are suitable to their vocational plans. The range of possibilities covers art centers, banks, churches, dra m a groups, ecology labs, social work, ac counting firms, physical therapy, library work, m u seums, zoos, urban renewal and planning, youth recreation and x-ray technology. W o r k internships are supervised on the job and by Metropolitan Center staff members. The Values Seminar fulfillsthe H o p e College Senior Seminar requirement. All other courses are electives and do not fulfill core or departmental requirements unless special arrangements are m a d e with specific departments. For further information, consult Professor Harry Boonstra.

The Arts Program in N e w York The Great Lakes Colleges Association provides in its N e w York Arts Semester rich opportunities for the student seriously interested in art, music, dance, c o m m u n i c a tions, English or theatre. The Program gives the student ready access to vast numbers of original works of art, to a variety of dramatic and musical events, and to special col lections of research materials. Students participate, through apprenticeships or less formal means, in the milieu of the professional artist to better understand the inten tions, the problems, and the m e a n s of the arts. T h e more imaginative the student’s research project, the more likely itis to engage the attention of those responsible for rare archival holdings. Those with special in terest in turn-of-the-century architecture can, for example, profitably study carvings and architectural fragments being collected by the A n o n y m o u s Art Society as more and more of the City’s brownstones are destroyed.Or a history or economics major working on the Depression can, for instance, utilize photographic documents of the era in the collection of the M u s e u m of Modern Art. Interested students should con sult Professor Stuart Sharp. The Oak Ridge Science Semester The Great Lakes Colleges Association sponsors this program which allows qualified majors in natural sciences, social sciences, mathematics, or computer science to spend one semester at one of the world’s major research centers. O a k Ridge National Laboratory in Tennessee. T h e students spend 40 hours per w e e k in research as an assistant to an O a k Ridge scientist, take one senior level course, and participate in an interdisciplinary seminar. T h e courses and the seminar are led by G L C A faculty. Each student receives sixteen hours of credit under Interdisciplinary Studies for par ticipation in this program which provides an opportunity to work with outstanding scientists and sophisticated equipment on important energy-related research. For further information, consult Professors John V a n Iwaarden or Robert Cline. The Newberry Library Program in the Humanities The N e w b e r ^ Libra^ Program in the Humanities enables students and faculty to tap the extraordinarily rich'resources of the Newberry Library in a semester-length fall seminar, several month-long seminars in winter and spring, and independent study at any time after December. The Newberry Library, founded in 1887, is a privately en d o w e d research library located on Chicago’s Near North side. Over one million vol u m e s and six million manuscripts comprise its strong general collection of Western history and the humanities from the Middle Ages to the early twentieth century. A m o n g

its internationally renowned special collections are: American History and Literature, European Histoivand Literature (especially the Renaissance), History of Cartc^raphy and Printing, History and Theory of Music, and Early Philology and Linguistics. R e cent seminar topics have included: Individualism and Community: Studies in the Relationship of Self and Society, 1750-1900; H erman Melville; American Dissent from 1870 to Present; and The Concept of Revolution. For further information, consult Pro fessor William Cohen.

The Louisville Program This program presents unusual opportunities for the broadening of advanced stu dents in psychology, sociology, biochemistry, microbiology, and premed programs. Since Louisville University Hospital is located in the inner city, in addition to ex perience in psychiatric services, there are also opportunities for students to b e c o m e involved in urban mental health and h u m a n service problems related to the courts, “half-way house” establishments, and the problems related to the poor and culturally deprived. T h e program’s two courses carry a total of twelve hours credit. Students selected by the screening committee m a y increase their n umber of credits by m a k ing arrangements with the department of their choice for permission to also take an Independent Study. T h e program operates both semesters and summers. Applica tion forms can be obtained from the Psychology Department.

FOREBGM S T U D Y OPPORTUNITIES A s part of the overall program in International Education at H o p e College, the Inter national Education Office offers information and assistance to all students interested in study abroad. Opportunities to do so for a short term, a summer, a semester, or a full year are available in virtually every part of the globe. Detailed descriptions of various programs and application forms m a y be obtained from the International E d ucation Office, or by writing to Director of International Education, H o p e College, Holland, Michigan 49423.

Programs in Europe Austria Vienna S u m m e r School (Hope) Semester or Year in Vienna (lES^) France Semester or Year in Nantes (lES) Summer, Semester or Year in Paris (lES) Germany Summer, Semester or Year in Freiburg (lES) Semester or year European C o m m o n Market in Freiburg (lES) Great Britain European Term in Comparative Urban Studies (GLCA*) Junior Year in Aberdeen (GLCA) Junior Year in D u r h a m (lES) Semester in London (lES) Semester in Southampton (Chemistry — Hope) Netherlands Semester in Groningen (Chemistry — Hope) European Term in Comparative Urban Studies (GLCA) Spain Summer, Semester or Year in Madrid (lES) Yugoslavia FalfSemester (GLCA/ACM*) European Term in Comparative Urban Studies (GLCA) 1. Institute of European Studies 2. Great Lakes Colleges Association 3. Associated Colleges of the Midwest

Programs in Non-European Areas Fall and Winter in East or West Africa (GLCA) Year in Tokyo at W a s e d a University (GLCA) May-June Term in Tokyo at Meiji Gakuin University (Hope) Semester or Year in H o n g K ong ( G L C A / A C M ) S u m m e r or fall semester in Shanghai or Beijing (CIEE‘'/GLCA) Fall semester in Nanjing (CIEE/GLCA) India Year in India ( G L C A / A C M ) Latin America Summer, Semester or Year in Bogota, Colombia (GLCA) Middle East Fall semester in Jerusalem (Hope)

Africa Asia

European Study Programs THE H O P E C O L L E G E VIENNA S U M M E R S C H O O L Established in 1956 as one of the first American programs in Austria the H o p e Col lege Vienna S u m m e r School annually offers a regular s u m m e r session in Europe designed specifically to meet the needs of H o p e College students, but open also to qualified applicants from other institutions. The Vienna S u m m e r School offers stu dents opportunity for n e w experiences in the various phases of the program. AcademicWorkinVienna:The academic program consists of two consecutive threew e e k sessions which offer a choice of work in Art, Economics and Business A d ministration, History, Literature and Music, taught in English, as well as courses in G e r m a n language and literature, taught in German. European instructors in the pro gram emphasize those aspects of their respective fields which can best be studied in the European location. Attendance at concerts, visits to m u seums, and field trips are included in the various course requirements. In Vienna, H o p e College utilizes the facilities of the Institute of European Studies with which the College is affiliated, but the academic program is under the complete and sole direction of H ope College. Students receive H ope College transcripts and credits for work completed in Vienna. ResidenceinAustrianHomes: While in Vienna students are housed with Austrian families, most of w h o m live in city apartments. O n school days, students have their noon meal together. They are free to plan their leisure time and to take weekend ex cursions to places like Salzburg, Budapest, Prague and Munich, all of which can easi ly be reached in a few hours from Vienna. Independent Travei: Students are free to m a k e their o w n transatlantic travel ar rangements allowing them to include free time both before and after the academic sessions in Vienna. S E M E S T E R A N D Y E A R P R O G R A M S IN E U R O P E 1. T h e affiliation between H o p e College and the Institute of European Studies (lES) provides for preferred enrollment of qualified H o p e College students in study centers which the Institute maintains in Austria, France, Germany, Great Britain and Spain. In Vienna, Paris, Nantes, Freiburg and Madrid, stu dents m a y register either for a fullyear or a semester. Enrollment at the Univer sity of D u r h a m in England is for the full year only, while the London program is for a semester only. 2. Under direct arrangements between the H o p e College Chemistry Depart ment and the Chemistry Departments of the University of Groningen in The Netherlands and the University of Southampton in England a limited number 4. Council on International Educational E x c hange

of exceptionally qualified H ope chemistry students have been invited to spend one semester of their senior year at one of the two universities abroad where they have worked under the direct supervision of senior professors in their field. 3. In addition to the various study opportunities in non-European areas, the Great Lakes Colleges Association (GLCA) offers an academic year at the University of Aberdeen, Scotland as well as a fall semester program, Euro pean Term in Comparative Urban Studies, in England, The Netherlands and Yugoslavia. Both programs are administered by Antioch College. 4. The G L C A and the Associated Colleges of the Midwest (ACM) jointly spon sor a fall semester program at the University of Zagreb, Yugoslavia. The pro g ram is administered by the A C M . S U M M E R , S E M E S T E R , A N D Y E A R P R O G R A M S IN N O N - E U R O P E A N A R E A S Membership in the Great Lakes Colleges Association m a k e s available to H o p e Col lege students a variety of overseas study programs in Africa, Asia and Latin America. In each case one of the m e m b e r schools serves as “agent” for the program abroad, but students from all twelve institutions are able to participate in any of the programs. 1. Africa:In East and West Africa Kalamazoo College arranges for programs lasting a semester or longer in which the language of instruction is English. Kalamazoo College also arranges for a program at the University of Dakar, Senegal in which the language of instruction is French. 2. Asia: a. Japan:The Great Lakes Colleges Association and W a s e d a University in Tokyo have a cooperative arrangement whereby G L C A students m a y enroll in the International Division for an eight-month or twelve-month pro gram. A G L C A liaison secretary is in residence at W a s e d a University to assist students and a G L C A faculty m e m b e r is program coordinator. In struction in the program is in English, but study of Japanese is required during the student’s stay in the Far East. Preceding the academic year a s u m m e r program is held involving approximately two weeks of U.S. orien tation, four weeks of language study in Japan, and four weeks of work ex perience in rural Japan. Earlham College is the agent school for this program. b. Japan: For over twenty years H o p e College and Japan’s Meiji Gakuin University have been associated in a plan for international cooperation in education through mutual exchange of students and faculty. Founded in 1877 by the Presbyterian and Reformed Church missions of the United States, Meiji Gakuin University has a student body numbering approx imately 10,500 at its Tokyo campus. Through a s u m m e r program established in 1965, over 500 Japanese students have c o m e to the U.S. to study “Contemporary America.” This program has since evolved into a bilateral exchange through which H o p e students study at Meiji Gakuin University in Tokyo during M a y and June, and Japanese students study at H o p e (College during September. During the five-week May-June program H o p e students are exposed to Japanese language, culture, and history and to the major economic and social issues of modern Japan through lectures, field trips and contacts with Japanese students and families. T h e five-credit seminar is part of H o p e ’s Interdisciplinary Studies curriculum (see IDS 280: Contemporary Issues in Japan). c. Hong Kong: G L C A and T h e Associated Colleges of the Midwest (ACM) sponsor a program at the Chinese University in H o n g Kong. Except for Mandarin language courses, instruction is in English. There is no Chinese

language prerequisite. Students m a y elect to attend the fall or spring semester or the entire academic year, which extends from September through June. d. China:Through the G L C A students have access to a s u m m e r or fall pro gram in Shanghai or Beijing, and a fallsemester program in Nanjing. There is a minimum language prerequisite of one year of Mandarin, and this can be met through intensive courses during the summer. These programs focus on language study, Chinese economics and business, Chinese so ciety and government, and Chinese history and culture. 3.

LatinAmerica: a. Coiumbia:This flexible program, administered by Kenyon College for the G L C A , is divided into three separate stages allowing students to par ticipate in those which best a c c o mmodate them. Summer SessionatBogota, Coiombiais especially designed to provide basic intensive language instruction for students w h o have only high school Spanish or as little as one semester of college Spanish. FallTerminBogota,Colombiais a special program for American students w h o have either completed the s u m m e r session in Bogota or w h o have already had two semesters of college Spanish in the U.S. SpringTerrhinBogota, Colombiais for American students w h o have suf ficient Spanish to compete with Colombian students in regular universi ty classes in humanities and social sciences at the Universidad de los Andes in Bogota. During all of these stages students live with Colombian families. The total cost for the program including transportation, is similar to tuition, room, and board for an equal length of time on the H o p e campus. b. Mexico:The lES program in Mexico City offers students the opportunity for a semester or year of study in a small highly-regarded private univer sity, the Institute Tecnologico Aut o n o m o de Mexico (ITAM). In addition to the study of Spanish language, the program focuses on two areas of M e x ican studies: cultural studies and developmental studies. Courses are also available at ITAM for majors in economics, management, math and soci ology. Students live with Mexican families.

MiddleEast:Administered by Hope, Earlham, Albion and Antioch colleges, the fall semester program in Jerusalem is designed to study Arab and Israeli cultures and their current conflict through a Peace Studies focus. Because half of the professors are Israeli and half are Palestinian, students are afforded a first-hand perspective of the current Middle-East situation. T h e program is based in Jerusalem, is conducted in English, and includes field trips and work c a m p experiences as well as conventional study.

NON-ACADEMIC P R O G R A M S A B R O A D

In addition to the materials on college-credit programs in allparts of the world the Hope College International Education Office also provides information on work, travel and residence opportunities abroad for students w h o are primarily interested in adding an international dimension to their experiences through a s u m m e r of living or work ing in a different cultural environment.

A program designed particularly for students in the sciences is administered by the International Association for the exchange of students for Technical Experience (lAESTE) which places American students in short term trainee positions in twenty or more countries. A I E S E C is a similar type program, designed to serve the needs of students in the field of Economics and Business Administration. Further information on any of the foreign study programs m a y be obtained from the H o p e College Office of International Education.

Course N u m b e r Guide T h e course offerings at H o p e College can be classified into three main divi sions: lower division (100-299); upper division (300-699); and graduate division (700-899). Competency levels are reflected in the firstdigit and are established as follows: 000-099 — N o credit courses 100-199 — Freshman competency level 200-299 — S o p h o m o r e competency level 300-399 — Junior competency level 400-699 — Senior competency level 700-899 — Graduate level In most departments, the second digit is used as a subdiscipline grouping. In all departments the middle digit “9 ’^ refers to honors, seminars, or indepen dent study courses. The third digit designates either semester sequency (odd — 1st semester; even — 2nd semester) or course sequence.

GLOSSARY OF TERMS C R E D I T H O U R S — T h e n umber of hours a course meets each weekdetermines its ^ .|g worth in credit hours. Courses usually run 2,3, or 4 credit hours a semester, which m e a n s classes meet two or three times a week. Since each credit hour of class work requires a m i n i m u m of two hours of preparation out of class, two or three hours of laboratory work, requiring no outside preparation, are generally equivalent to one class credit hour. . C O M P O S I T E M A J O R — A combination of several major disciplines especially ar ranged for students possessing particular educational and vocational goals. M A J O R — A n area of concentration in one particular subject in which the student earns a fairly large amount of required credit hours. M I N O R — The fulfillment of a specified number of credit hours in fields of study related to the student’s minor. Particularly applicable to those students concerned with teacher certification, but all students m a y declare minor programs which will b e c o m e part of the student’s record. P R E R E Q U I S I T E — T h e course(s) a student must have taken before he can take the course in question. S E M E S T E R — The College year is divided into two semesters: a fall semester begin ning in August and a spring semester beginning in January. S E M E S T E R H O U R S — Semester hours are credit hours. A student must complete 126 credit hours at a point average of 2..00 to be eligible for a degree and the hours must be in the required and elected courses.

MR. MICHEL, C H A I R M A N ; MR. M A Y E R , MR. M c C O M B S , MR. VICKERS, MR. WILSON.

Course offerings in the Department of Art are structured in form, content and se quence to provide a foundation in the fine arts for both the pre-professionally oriented student and the liberal arts student. The curriculum affords opportunities for study and creative work in the visual arts through studio practice and art history. The Depart ment of Art is accredited by the National Association of Schools of Art. T h e Department of Art faculty m e m b e r s are teaching, producing and research oriented artists and art historians. T h e Department of Art offers assistantships to qualified upper classmen. Students majoring in art at H o p e College participate in a wide variety of activities: Contacts with visiting artists and lecturers of national importance field trips to m u s e u m s such as those in Chicago, Detroit and Toledo exhibition experience in the College Gallery entrance in competitive shows varied contacts with other college art departments Graduates of this department have gone into the following areas: graduate work in studio and art history practicing fine artists, sculptors, painters, printmakers, etc. teaching on the college, secondary, and elementary levels graphic design in industry furniture design in industry art gallery m a n a g e m e n t m u s e u m work M A J O R : A major consists of at least 36 credit hours of art in either of the following 120 two proorams: A. Art major — studio concentration

The studiomajorconsistsofa broad selectionofstudiocourses, includingArt 103,104, 111 or 171 ,121,131 and 141.The studio major isalso required tohave a concentration (atleast9 additionalhours above thebasiccourse) ineitherpainting, printmaking,draw ing, sculpture, ceramics, or photography (may be taken inSpecial Problems StudioPhotography). Inaddition tothe above studio courses, the student isrequired totake Introduction toArtand Art History(Art 160) and three additionalcourses inarthistory. Art365 and 369 are stronglyrecommended.A major with a studioconcentration must present a comprehensive portfolioand an exhibitionofhiswork attheend ofhissenior year.The expected ratioofthe studiostudents’clock hour involvement, inclass and/or outside ofclass, to each credit hour is:3 clock hours of work to one credit hour. ' B. Art major — art history concentration

‘Majors with an area ofconcentration inarthistory must fulfillcourse work inartto be divided as follows: 24 hours inarthistory,includingArt 160; 6 hours ofdirectedstudies undertaken ina special problem area leadingtoward a SeniorArt Historypaper; 6 hours instudio to be taken from the 100 level (Art201 may be included). Ifgraduate work is contemplated, a reading knowledge of two foreign languages isrecommended.

A major in art is expected to take related course work in such areas as histoiy, litera ture, music, and theatre. Art students are expected to visit m u s e u m collections and special exhibitions regularly. Ifat all possible, foreign study and travel are strongly r e c o m m e n d e d during the student’s stay at Hope.

M I N O R : A minor with a studio concentration consists of 21 credit hours in Art, in cluding 3 credits above the 100 level and 15 credit hours selected as follows: Art 160 or 365, and Art 141,103,104, and Art 111 or 171. A minor with an art history concentration consists of 21 credit hours in Art, including 3 credit hours in studio and 18 credit hours of Art History.

The History of Art 160. INTRODUCTION TO ART AND ART HISTORY — An introduction to a basic visual vo cabularyofarttocreate intheviewer a heightened perceptual awareness and a sense ofhis/her cultural roots.Selectedcriticalapproaches toartwhich are necessary forthoughtfulappreciation willbe considered. Many ofthe illustrationswillbe drawn from recent art.The course willsurvey western artina selective manner, concentrating on Important period styles, Individual artists and works ofartfrom AncientGreece tothe20thcentury. During thesurvey, continuing reference will be made to the artand values of our own time. No prerequisite.

THREE HOURS

WILSON, VICKERS

BOTH SEMESTERS

295. SPECIAL STUDIES — Studies and research Inareas ofarthistoryor studio not covered inregularcourse listings.Course topicsto be announced. Prerequisite: permission ofprofessor.

THREE HOURS STAFF BOTH SEMESTERS 360. ANCIENT ART — A study of the development of the arts from the early Mediterranean cultures to lateantiquity. Pre-historic, Near Eastern, Egyptian, Aegean, Greek, Etruscan and Roman artand architecture will be surveyed with special attention to Greece and Rome. No prerequisite.

THREE HOURS WILSON WHEN FEASIBLE 361. MEDIEVAL ART — A study ofthe development of the arts and architecture of the Early Christian, Byzantine, Islamic, Barbarian, Carolingian, Ottonian, Romanesque and Gothic periods. No prerequisite.

THREE HOURS WILSON WHEN FEASIBLE 362. RENAISSANCE ART— A study ofthe artand architectureofthe 14th, 15th and 16th cen turies in northern and southern Europe. No prerequisite.

THREE HOURS VICKERS WHEN FEASIBLE 363. BAROQUE AND ROCOCO ART — A study ofthe features ofthe artand architecture of Europe inthe 17th and 18th centuries. Special focus isplaced on the Dutch Baroque tradition. No prerequisite.

THREE HOURS WILSON WHEN FEASIBLE 364. HISTORY OF MODERN ARCHITECTURE — The development of modern architectural forms inthe nineteenth and twentieth centuries. Emphasis isgiven toevolution inEurope and the United States. No prerequisite.

THREE HOURS WILSON WHEN FEASIBLE 365. INTRODUCTION TO THE HISTORY OF MODERN ART - Thiscourse undertakes a selec tivetreatment ofan importantand popular subject: 19th and 20th century tendencies inEuro pean artup toWWII. Consideration willbe given toaspects ofRomanticism, Realism, Impres sionism, Post-Impressionism, Symbolist and Fantasy artof the turn ofthe century, Fauvism, Expressionism, Cubism, Dada and Surrealism. No prerequisite. Studio majors are stronglyad vised to take thiscourse early in theirart program.

THREE HOURS WILSON YEARLY 366. HISTORY OF AMERICAN ART — The history and development of the painting and sculpture ofAmerica from the seventeenth tothe twentieth century. Special emphasis isgiven tohistorical,sociological,and culturalfactorswhich have influencedthecharacterand develop ment of American artforms. No prerequisite.

THREE HOURS WILSON WHEN FEASIBLE 367. NON-WESTERN ART— A briefsurvey ofthe Artsof India, China and Japan. No prereq uisite.

THREE HOURS

STAFF

WHEN FEASIBLE

368.AFRICAN ART— A survey ofthe major artproducing groups ofsub-Saharan West Africa. No prerequisite.

THREE HOURS VICKERS ALTERNATE YEARS 369.CONTEMPORARY ART MOVEMENTS (1900-PRESENT) — A course inthedevelopment ofcurrent movements involving research and readings inPop Art, Minimal Art,Op Art, Kinetic Art, Happenings, Earthworks and Conceptual Art, with specific references to Dadaism, Sur realism and Abstract Expressionism. No prerequisite. Studio majors are strongly advised to take thiscourse early intheirart program.

THREE HOURS

MAYER

WHEN FEASIBLE

Studio Courses in Art 101. INTRODUCTION TO MATERIALS AND METHODS INART — The development of the basic techniques and procedures inpainting, drawing, sculpture and graphics. Attention isalso given to historicaldevelopments ofcomposition and method. Non-majors only.This course is stronglyrecommended fortheeducation major, and forthosewishingtosatisfythecore require ment. No prerequisite.

THREE HOURS McCOMBS, VICKERS EITHER SEMESTER 103.BASIC PAINTING— A studyofthe elements ofdesign through applied problems inpaint ing.The course investigatestwo-dimensional design concepts and Isalsoa useful preparation forArt 111 and 171. No prerequisite.

THREE HOURS MICHEL, VICKERS BOTH SEMESTERS 104. BASIC SCULPTURE — A Study of the elements of design through applied three dimensional problems In sculpture. The course investigates three-dimensional design concepts. No prerequisite. '

THREE HOURS MAYER BOTH SEMESTERS 111. BASIC PRINTMAKING— A studyofthetechniques and procedures involved inusingcer taingraphic media, such as etching, drypoint, and woodcut. Prerequisite; Art 141 orwrittenper mission of instructor.

THREE HOURS McCOMBS BOTH SEMESTERS 121.PAINTING II— Experimentation with various painting media, such as oil,watercolorand

122 acrylic, leading tothe development of painting skills. Students work ina variety ofconcepts. Prerequisite: Art 103, Art 141 or written permission of instructor.

THREE HOURS MICHEL, VICKERS BOTH SEMESTERS 131.SCULPTURE II— An explorationofvarious sculpture materialsand processes including directmetal, wood constructionand mixed media. Specificassignments may varyfrom semester to semester. Prerequisite; Art 104, Art 141 or written permission of instructor.

THREE HOURS MAYER BOTHSEMES 141.BASIC DRAWING — a study ofvarious drawing media and techniques such as pencil, pen and Ink,charcoal and wash. The course Investigates a varietyofdrawing approaches In cluding the study of the structure and movements of the human figure. No prerequisite.

THREE HOURS MICHEL, McCOMBS, VICKERS BOTH SEMESTERS 151. BASIC CERAMICS — Introduction toCeramicprocesses; coll,slab and wheel work are focused on in utilitarianand sculptural modes. Raku and stoneware glazing and firingare ex plored. No prerequisite.

THREE HOURS MAYER BOTHSEMES 171. BASIC SILK SCREEN — A study of the techniques, procedures, and aesthetics of silk screen as a print making media. Prerequisite: Art 141 or written permission of instructor.

THREE HOURS MICHEL BOTHSEMES 201. FUNDAMENTALS OF PHOTOGRAPHIC ART — Using the camera as a visual instrument, this course examines the still-photographic medium as an expressive artform through the crea tion and critical study of black and white photographic form, structure and content. Carnera re-

quired. Prerequisite: Art 141 or written permission of instructor.

THREE HOURS McCOMBS BOTH SEMESTERS 301.DEVELOPING VISUAL AWARENESS — Designed forthe prospective artteacher, this course investigates the many facets of creative development from childhood to adulthood. Materials and techniques suitableforteaching and supervising artas a major subject are etnphasized and methods of guiding and motivating creative expression K-12 are observed, discussed and practiced. Not open to students who have taken Art 340. No prerequisite.

THREE HOURS STAFF WHEN FEASIBLE 311.PRINTMAKING II— Continuation ofArt 111. May be repeated forcreditwith permission of instructor. Prerequisite: Art 111.

THREE HOURS McCOMBS BOTH SEMESTERS 321.PAINTING III— Continuation ofArt 121. May be repeated forcreditwith permission ofthe instructor. Prerequisite Art 121.

THREE HOURS MICHEL BOTH SEMESTERS 331. SCULPTURE III— Individual experimentation in all sculptural media including oxyacetyleneand arc welding, M.I.G. welding and metal casting. May be repeated forcreditwith permission of Instructor. Prerequisite: Art 131.

THREE HOURS MAYER BOTH SEMESTERS 340. ART FOR ELEMENTARY EDUCATION STUDENTS — The purpose ofthiscourse isto aid students inelementary education indeveloping a practical knowledge ofartand exploring basic art principles and problems through creative studio work. Same as Education 340. No prerequisite.

TWO HOURS STAFF EITHER SEMESTER 341. DRAWING II— Continuation ofArt 141 — Experimentation in a wide variety of media isencouraged. May be repeated forcreditwith permission ofthe instructor. Prerequisite:Art 141.

THREE HOURS MICHEL, McCOMBS, VICKERS BOTH SEMESTERS 351.CERAMICS II— Continuation ofArt 151, includingwork inboth sculpturaland utilitarian directions, elementary chemistry ofglazes, and oxidation and reduction firingtechniques. May be repeated forcredit with permission of the instructor. Prerequisite: Art 151.

THREE HOURS MAYER BOTH SEMESTERS 371. SILKSCREEN II— Continuation ofArt 171. May be repeated forcreditby permission of the instructor.The studentdevelops theaestheticpossibilitiesofthe silkscreen media including photographic processes. Prerequisite: Art 171.

THREE HOURS MICHEL BOTH SEMESTERS 389.GLCA ARTS PROGRAM— The Great Lakes CollegesAssociationArts Program, presently based inNew York City,involvesthestudent ina fullsemester study and involvement inthearts. At the discretion ofthe department, a portion ofthe creditsearned inthissemester may be ap pliedtoward thestudent’s major requirements. Otherwise, the creditswillbe understood tocon stitute elective hours within the department.

SIXTEEN HOURS (MAXIMUM)

EITHER SEMESTER

490. SPECIAL PROBLEMS INSTUDIO — Independent study foradvanced studentswho can benefitby an additionalsemesterofspecializedwork inapplied art.Under specialcircumstances thiscourse may be repeated forcredit, subject to approval by thechairman ofthe department. Prerequisite: advanced standing and written permission of the Instructor.

TWO orTHREE HOURS STAFF ANY SEMESTER 491. INDEPENDENT STUDY INART HISTORY — Independent study foradvanced students with considerable background in art history, and who wish to study a particular aspect ofthe discipline. Independent research Isemphasized. Under specialcircumstances, thecourse may be repeated forcredit, subject to the approval ofthe department chairman. Prerequisite: ad vanced standing and written permission of the instructor.

TWO OR THREE HOURS

STAFF

ANY SEMESTER

MR. V A N FAASEN, C H A I R M A N : MR. BARNEY, MR. B L A N K E S P O O R , MR. BRADY, MR. CRONKITE, MR. G E N T I L E , M R . GREIJ, M R . RIECK, M S . S M O O T . ^

The Department of Biology has a tradition of excellence in the preparation of students planning professional careers in biology. A national study ranked the Department eleventh out of 222 colleges in the preparation of students w h o received the Ph.D. in biology during the period from 1920-1976. For the more recent period of 1968-1973, our position improved to eighth. The Biology Department has an outstanding record of placing students in medical and dental schools. Other careers selected by biology majors, in addition to graduate and professional schools, include the allied-health professions, industrial research and laboratory positions, and secondary education. In addition to the regular curriculum, students are encouraged to participate in re search programs with our faculty. Stipends are usually available to give selected stu dents an opportunity to pursue full-time research during the summer. More than 50 papers co-authored by students have been presented or published during the past five years. Examples of current research projects that involve students are: — breeding biology of the C o m m o n Moorhen — temperature regulation and thirst of rats — systematics and ecology of spiders — host-parasite relationships of trematodes — systematics of Compositae — water and ion regulation in protozoa — environmental mutagenesis and carcinogenesis — morphology and anatomy of fossil plants T h e Department has excellent facilities for both teaching and research and a wellstocked library. The most recently acquired items of equipment include a scanning electron microscope (SEM), an ultracentrifuge, six electronic physiological recording instruments, and an Apple Me computer. Qualified students have the opportunity to spend a semester doing research and tak ing courses at the O a k Ridge National Laboratory in Tennessee. Studies in environ mental health science are offered for students w h o wish to pursue advanced degrees or employment in fields of environmental toxicology. For specific details regarding these programs students are encouraged to contact Dr. J a m e s Gentile. B I O L O G Y M A J O R : Most careers in biology require training in the physical sciences, but the amount of such training isvariable. Itisessential, therefore, that students plan ning to major in biology talk to the chairman or a biology advisor to discuss their par ticular needs. T h e m i n i m u m requirements for a B.A. degree in Biology are 25 hours of biology arid one year of chemistry. The requirements for a B.S. degree are at least 60 hours in the natural sciences, of which 36 hours must be in biology, and 8 hours in chemistry. Biology majors must take Biol. 111 and 112 and at least one course from each of three areas: A) Molecular-Physiological; B) Zoological; and C) Botanical. Courses that vvill fillthe area requirement are: A) Biol. 301,348,355,356 and 442; B) Biol. 232,234, 351,353 and 372; and C) Biol. 241,340 and 343. Biol. 111 and 112 should be taken in the freshman year ifpossible. The preferable chemistry sequence for the minimum requirement is C h e m . Ill, 113, 114 and 121. C h e m . 101 and 102 will satisfy the chemistry requirement for some, but these are terminal courses and do not prepare

a student to take additional chemistry. Students planning to attend graduate, medical, or dental schools, or to pursue other biology careers that require rigorous training, should take Math 135,136, Physics 121,122,141 and 142, and Ch e m . 111,113,114, 121,221,231,255 and 256. Biochemistry, statistics, and computer programming are desirable for m a n y biological careers. B I O L O G Y M I N O R : T h e m i n i m u m requirement for a biology minor is 20 hours of bi ology. Biology minors must take Biology 111 and 112 and at least one course from each of the three areas: A) Molecular-Physiological, B) Zoological, and C) Botanical. Courses that meet the area requirements are listed in the preceding paragraph. Bi ology 315 or 421 m a y be substituted for one of the three area requirements. N O N - S C I E N C E M A J O R S : The Department of Biology offers several courses that are designed primarily for students w h o wish to satisfy the college science requirement with biology.

Courses designed primarily for non-science majors: 100. G E N E R A L B I O L O G Y — A human-oriented course inwhich principles of lifeand man’s position inand relationshiptothe world are the main focus. Three lecturesand one 2-hour lab oratory per week.

FOUR HOURS

STAFF

BOTH SEMESTERS

217. HEREDITY AND EVOLUTION — This course considers the mechanisms of inheritance ofgenetic traitsand theirevolutionary implications. Emphasis isupon Mendelian and human genetics. Two lectures per week.

TWO HOURS BRADY SPRING SEMESTER 218. HUMAN ECOLOGY— Thiscourse focuses on man and hisenvironment. Basic ecological principles, environmental problems, and human populations and resources willbe examined. Two lectures per week.

TWO HOURS GREIJ FALL SEMESTER 230. PLANT GROWTH — This course covers the basics ofplantgrowth. Topics include plant structure and function, effectsof hormones, propagation of house plants, soilsand plant nutri tion, plant distribution, and agriculture. Two lectures per week. Alternate years, 1986-87.

TWO HOURS VAN FAASEN FALL SEMESTER 125 245. BIOLOGY FOR ELEMENTARY TEACHERS — A course designed to introduce the pro spective elementary teacher to concepts of biology. Topics include structure and function of plants and animals and the identification, natural history,and handling ofcommon plants and animals inthe laboratoryand field.Prerequisite: none. Offered forone-halfsemester along with Physics 245. This course isopen to prospective elementary teachers, and they are expected totake thiscourse as a partoftheircollege science requirement unless excused by the chair man of the Education Department. Four lectures and one 2-hour laboratory per week.

TWO AND ONE-HALF HOURS

STAFF

FALL SEMESTER

Courses designed for science majors: 111.PRINCIPLESOF BIOLOGY I— An introductorycourse emphasizing molecular biology, cellstructureand function, genetics and vertebrate physiology. Three lecturesand one 3-hour laboratory per week. FOUR HOURS STAFF FALL SEMESTER 112.PRINCIPLES OF BIOLOGY II— An introductory course emphasizing animal and plant structure, function, diversity,and ecology. Three lecturesand one 3-hour laboratoryperweek.

FOUR HOURS

STAFF

SPRING SEMESTER

221. HUMAN PHYSIOLOGY — A study of the function and interactions of the various organ systems of the human body. Three lectures and one 3-hour laboratory period per week. Can be applied toward area requirement A forbiology minors but not forbiology majors. Not recom mended forbiologymajors, premedical orpredental students,orforstudents intendingtopursue

advanced degrees in biology. Prerequisite: Biology 222 or permission of the instructor. FOUR H O U R S BARNEY FALL SEMESTER 222. H U M A N ANATOMY — A seriesoflecturescovering the organ systems ofthe human body togivestudentsa sense ofappreciation fortheorganization, complexityand uniqueness oftheir own body. Three lectures and one 3-hour laboratory period per week. Can be applied toward area requirement B forbiology minors but not forbiologymajors. Not recommended forbiology majors, premedical or predental students, orforstudents intendingtopursue advanced degrees in bioiogy. Prerequisite: Biology 111 and permission of the instructor. FOUR H O U R S RIECK SPRING SEMESTER 232. COMPARATIVE A N A T O M Y OF VERTEBRATES— A selected seriesofvertebrate types isstudied. Two lecturesand two 3-hour laboratoryperiods perweek. Prerequisite: Biology 112. FOUR H O U R S RIECK FALL SEMESTER 234. INVERTEBRATE Z O O L O G Y — The biologyofselected invertebrateanimalswillbe studied with emphasis upon theirecology, systematics, and behavior. Laboratory includes fieldstudies with weekend tripsto southern localities.Two lectures and two 3-hour laboratories per week. Prerequisite: Biology 112. FOUR H O U R S BRADY SPRING SEMESTER 241. PLANT M O R P H O L O G Y — A comparative morphological study ofthe major plantgroups from the algae through the vascular plants.Three lecturesand two 2-hour laboratoriesperweek. Prerequisite: Biology 112. Alternate years, 1986-87. FOUR H O URS VAN FAASEN SPRING SEMESTER 290. INDEPENDENT STUDY IN BIOLOGY — A special course to allow students to study an area ofbiologynotincluded inthe regularcurriculum oran in-depth studyofa selected biological topic. ONE, TWO, or THREE H O U R S STAFF BO T H SEMESTERS 295. STUDIES IN BIOLOGY— A lecture,laboratoryorseminarclassina specialtopicofbiology. 301. GENERAL MICROBIOLOGY — Selected viruses, bacteria, fungi, and algae willbe used to introduce microbial techniques. Special emphasis will be given to physiology, genetic systems, and pathogenicity. Three lecturesand two 2-hour laboratoriesper week. Prerequisites: Hoe Bioiogy 111,112, and two years of chemistry. FOUR H O U R S GENTILE FALL SEMESTER 315. PRINCIPLES OF E C O L O G Y — The basicconcepts ofthe interrelationof livingorganisms and theirenvironment are studied. Three lectureperiods and one 3-hour laboratory per week. Prerequisites: Biology 111,112, and one year of chemistry. FOUR H O U R S GREIJ FALL SEMESTER 340. PLANT A N A T O M Y — A Studyofplantcellsand tissues,especiallythoseoffloweringplants. Laboratory includestissue processing and microscope slidepreparation. Two lecturesand two 2- hour labs per week. Alternate years, 1985-86. Prerequisite: Biology 112. FOUR H O U R S SMOOT SPRING SEMESTER 343. VASCULAR PLANT SYSTEMATICS — A study of selected families of vascular plants, includingtheirbiology and evolutionary relationships and principlesofplantclassification.Two 3- hour periods per week include lecture, laboratory, and fieldwork. Alternate years, 1985-86. Prerequisite: Biology 112. THREE H O URS VAN FAASEN FALL SEMESTER 348. CELL BIOLOGY — A study ofcellsatthe molecular level.Topics covered include: struc tureand functionofcellorganelles, exchange ofmaterials across the cellmembrane, control of enzyme activityand biosynthesis, mechanisms of metabolic interconversions and energy conversions, response toradiations, and currentconcepts inthe regulationofcellgrowth and differentiation. Three lecturesand one 3-hour laboratoryper week. Prerequisites: One year of Biology and Chemistry 221, or permission of instructor. FOUR H O URS CRONKITE NOT OFFERED 1985-86

351. ORNITHOLOGY— An introductorystudyofthe identification,classification,ecology, be havior, and adaptations ofbirds. Three lectures and two 2-hour laboratoriesper week. Prereq uisite: Biology 112. FOUR H O U R S GREIJ SPRING SEMESTER 353. HISTOLOGY — The structure ofthe celland itsmodifications intovarious tissues. Two lectures and one 3-hour laboratory period per week. Prerequisite: Biology 112. THREE H O U R S RIECK SPRING SEMESTER

355. E M B R Y O L O G Y — A study of the processes involved inthe development ofanimal e m bryos, including regeneration and metamorphosis. The course integratesthe descriptive, com parativeand molecular approaches tothe study ofdevelopment. Three lecturesand two 3-hour laboratories per week. Prerequisites: Biology 111,112, and one year ofchemistry, or permis sion of instructor. FIVE H O U R S CRONKITE SPRING SEMESTE

356. GENETICS — A course presenting the fundamentals ofgenetics inrelationtogeneral bi ological problems. Three lectures per week. The laboratory (1 cr. hr.) isoptional and may be taken concurrentwiththe lectureportionorafterthe lectureportion iscompleted. Prerequisites: Biology 111,112, and one year of chemistry, or permission of instructor. THREE H O U R S GENTILE SPRING SEMESTE

357. GENETICS L A B O R A T O R Y — The laboratory isoptional and must be taken concurrent lywith the lecture portionorafterthe lectureportion iscompleted. Prerequisites: Biology 111, 112, and one year of chemistry. ONE HOUR GENTILE SPRING SEMESTE 372. BIOLOGY OF ANIMAL PARASITES — An introduction to identification, classification, structure, lifecycles, pathogenicity and adaptations of animal parasites, especially those af fecting humans and domestic animals. Two lectures and two 3-hour laboratories per week. Prerequisite: One year of biology. Alternate years, 1985-86. FOU R H OURS B L A NKESPOOR FALL SEMESTER 380. FIELD STUDIES IN BIOLOGY — A concentrated study ofa varietyoforganisms intheir natural habitats. Normally requires camping tripsas long as two weeks induration. Inaddition study projectsand/orpaperswillbe expected. May be repeated fora maximum of6 hourscredit. Prerequisite: Permission of instructor. VARIABLE CREDIT 1-3 H O U R S STAFF M A Y SESSION 385. ENVIRONMENTAL GENETIC TOXICOLOGY— Thiscourse dealswiththebiologicalcon sequences to humans of the chemical contamination of the environment. Topics cover prin ciplesand practicesoftoxicologyand mutagenicityofa varietyofchemicalssuch asdrugs, heavy metals, pesticides and food additives. Alternate years, 1986-87. Prerequisite: Biology 356, or Chemistry 311, or permission of instructor. THREE H O URS GENTILE FALL SEMESTER 421. EVOLUTIONARY BIOLOGY— A studyofcurrenttheoriesconcerning theprocessofevolu tionand itsmechanisms including population genetics, population ecology, systematics, and behavior. Current theoriesconcerning human evolution are explored. Three lectures per week. Prerequisite: One year of biology. THREE H OURS B R ADY FALL SEMESTER 442. VERTEBRATE PHYSIOLOGY— A study ofthevariousorgan systems ofvertebrates(e.g. nervous, cardiovascular, digestive, excretory, endocrine, respiratory)with particularemphasis on their integration to maintain homeostasis under different physiological conditions. Three lecturesand two 3-hour laboratoriesper week. Prerequisites: Fivesemesters ofbioiogyor per mission of instructor. ^ FIVE H O U R S BARNEY SPRING SEMESTER 490. INDEPENDENT RESEARCH IN BIOLOGY — This course isdesigned to give students majoring in biology a chance to do research in an area inwhich they have a special interest.

Requires formal application and permission ofthe instructorwith whom the student willwork. CREDIT BY A R R A N G E M E N T STAFF BO T H SEMESTERS 495. ADVANCED TOPICS IN BIOLOGY 499. INTERNSHIP— An opportunitytogain practicalexperience inthework place. Prerequisite: Permission of the Department Chairman. BIOLOGY SEMINARS— A program designed togivethe biology students and facultyan op portunity to participate inseminars on special topics in biology or areas of current research. Most ofthe speakers are biologistsfrom area collegesand universities. Not forcredit. Biology majors are expected to attend. BIOLOGY LABORATORY ASSISTANT — Qualifiedstudentsare invitedtoapply forlaboratory assistantpositions. Selection willbe made by the department. Not forcredit.Assistants receive an hourly wage.

M R . M U N G A L L , C H A I R M A N ; M R . B O Y E R , M R . BRINK, M R . F R I E D R I C H , M R . J E K E L , M R . S E Y M O U R . M R . SILVER, M R . T A Y L O R . M R . W I L L I A M S . A S S I S T I N G F A C U L T Y ; M R S . J E K E L

T h e Chemistry Department is known nationally for its excellent program. In a recent study of chemistry programs at private four-year colleges published in the Journal ofChemicalEducation,the H o p e College Chemistry Department w a s recognized as outstanding in the productivity of its research program and for the accomplishments of its graduates. T h e chemistry program is approved by the American Chemical S o ciety’s Committee on Professional Training. T h e chemistry program provides students with a rigorous introduction to the field of chemistry in a setting that is complete with knowledge of current developments in chemistry and experience with modern instruments and laboratory techniques. The program offers students the opportunity to achieve outstanding levels of accomplish ment through the challenge of chemical research. T h e chemistry faculty maintains a keen interest in students^professional involvement and scholarly development. The chemistry department has an active seminar program which brings students into con tact with nationally recognized authorities in chemistry and chemistry-related fields. T h e chemistry program places a strong emphasis on faculty-student research. Chemistiy majors are encouraged to begin work with a professor on a research proj ect early in their academic program. Research stipends are available to enable stu dents to work full-time on their projects during the summer. Generally, twenty-five students work on research projects in chemistry each summer. Student research is directed toward professional development and m a y result injoint authorship of scien tific publications and in the opportunity to present research results at a regional or national scientific meeting. More than sixty papers co-authored by chemistry students 129 have been published or presented during the last five years. S o m e examples of cur rent faculty-student research in the department include: biological transport of iron synthesis of temperature stable polymers laser optical studies of n e w excited states in molecules aluminum enolate reactions removal of atmospheric pollution by precipitation preparation of mixed transition metal clusters Studies in chemistry can begin in several different courses so that students can match their program with their skills and goals. T h e chemistry major includes sequences of both lecture and laboratory courses designed to establish a fundamental under standing of the diverse areas of the discipline. Students can elect to complete a min i m u m chemistry major for a B.A. degree or a more extensive major for a B.S. degree. Students planning to do graduate work in the field or to enter industry should fulfill the requirements of the American Chemical Society’s (A.C.S.) Approved Major Pro gram which generally requires one course beyond the B.S. degree in chemistry. Stu dents w h o intend to enter medical or dental schools or plan a career in secondary education m a y design their major program according to their specific goals. Since students planning a chemistry major have a n umber of program options, itis essen tial that they discuss their plans with the chairman of the department or a chemistry advisor early in their academic program.

CHEMISTRY M A J O R P R O G R A M S Bachelor of Arts Degree — T h e m i n i m u m requirements for a chemistry major are twenty-five (25) credit hours of science major oriented chemistry courses, two semesters of General Physics with laboratory, and Calculus Iand II.T h e chemistry courses must include: Chemistry 111,121,221,231; six (6) credit hours of laboratory courses (e.g.. Chemistry 113,114, 255, and 256); and two courses selected from Chemistry 322,331 and 332, or 343. (Chemistry 331 and 332 must be taken together and are considered one course.) Bachelor of Science Degree and the A.C.S. Approved Major in Chemistry— The B.S. degree in chemistry requires thirty-six (36) credit hours of chemistry major oriented courses and a total of sixty (60) credit hours in the natural sciences. Both the B.S. degree and the A.C.S. approved major in chemistry require the s a m e basic courses in chemistry, physics, and mathematics. Dependent on the student’s back ground in Mathematics, Physics 121 should be taken concurrently with Chemistry 111 in the freshman year or taken no later than the first semester of the sophomore year. The basic courses for the B.S. degree and the A.C.S. approved major are listed below: Basic Chemistry, Mathematics, and Physics courses required for the B.S. degree and for the A.C.S. Approved Chemistry Major C h e m 111 (3) General C h e m I Math 135 Calc I C h e m 113 (1) Lab G e n C h e m I Math 136 Calc II C h e m 121 (3) General C h e m II Math 235 Calc III* C h e m 114 (1) Lab G e n C h e m II Math 270 Diff Eqnt C h e m 221 (3) Organic C h e m I Phys 121 G e n Phys I C h e m 255 (2) Org C h e m Lab 1 Phys 141 Phys Lab I C h e m 231 (3) Organic C h e m II Phys 122 G e n Phys II* C h e m 256 (2) Org C h e m Lab II Phys 142 Phys Lab II* C h e m 322 (3) Inorganic C h e m C h e m 331 (2) Analytical C h e m C h e m 332 (2) Analyt C h e m Lab *Corequisite or prerequisite for ^ on C h e m 343 (3) Physical C h e m I C h e m 343 130 C h e m 345 (1) Phys C h e m Lab I tStrongly r e c o m m e n d e d for C h e m 344 C h e m 344 (3) Physical C h e m II C h e m 346 (1) Phys C h e m Lab II In addition, for the B.S. degree, a student must complete four (4) additional credit hours of chemistry courses at the 300 or 400 level. Suggested advance courses are listed below. For the A.C.S. Approved Major in Chemistry with a B.S. degree, a student must c o m plete six (6) additional credit hours of 300 or 400 level chemistry lecture courses and additional laboratory experience which must include either (a) C h e m 315 and C h e m 452, or (b) C h e m 490. With approval of the Chairman of the Chemistry Department, a chemistry-related, advanced course from another natural science m a y be substi tuted for one advanced chemistry course in the A.C.S. Approved Major Program. Advanced Chemistry courses for the B.S. and A.C.S. Approved Major C h e m 311 (3) Biochemistry I C h e m 452 (3) C h e m Instrumentation C h e m 314 (3) Biochemistry II C h e m 490 (1) Research C h e m 315 (l) Biochem Lab C h e m 421 (3) Struct. Dynam. & Syn I C h e m 422 (3) Struct. Dynam. & Syn II For students planning to go to graduate school in chemistry, additional courses in mathematics and physics, such as Physics 241,242,270,341, Mathematics 240,237, and courses in statistics and computer science, are highly recommended.

Premedical, predental and preveterinary students are advised to take the following courses in Chemistry: 1 1 1 ,1 1 3, 1 1 4, 1 2 1 ,2 2 1 ,231,255,256, and 311. To qualify for a chemistry major, health profession oriented students must meet the departrrient’s m i n i m u m requirements. These students design their chemistry major according to the specific requirement of their intended profession. Suggested courses for medicine are given on page 273. Students w h o wish to major in chemistry for teaching in secondary school must c o m plete the 30 hour certification requirement. Courses should include Chemistry 322, 331,332,343 and additional advanced-level chemistry courses. Chemistry 105 m a y also count toward the 30 hour requirement. Chemistry majors w h o wish to pursue graduate work in biochemistry and biochem istry-related fields should take courses for the A C S approved major including C h e m istry 311,314, and 315. Also r e c o m m e n d e d are Biology 111,112,301,348, and 356. Students interested in chemical engineering should consult with the chairman of the Department of Chemistry or the pre-engineering advisor early in their undergraduate program. Several cooperative programs with engineering schools are available. See page 272 for further details. Students w h o are interested in combined science fields, special programs, or con tract curriculums should consult with the appropriate chairpersons as early as possi ble to learn of opportunities, prospects, and requirements.

CHEMISTRY MINOR T h e requirement for a chemistry minor is twenty-one (21) credit hours of chemistry courses including: Chemistry 1 1 1 ,1 1 3,114,121,221,255,322, and five (5) additional credit hours of science major Chemistry courses.

C O U R S E S DESIGNED PRIMARILY F O R NON-SCIENCE MAJORS: 101. GENERAL CHEMISTRY— This course aims todevelop an understanding offundamen talchemical principlesand introductorydescriptive inorganicchemistry. The course isdesigned for pre-nursing, pre-physicai therapy, and liberal arts students and does not count toward a chemistry major. Lecture 3 hours, iaboratory 3 hours, per week. FOU R H O U R S WILLIAMS FALL SEMESTER 102. GENERAL CHEMISTRY — Introductory organic chemistry and biochemistry are e m phasized. Lecture, 3 hours per week; Laboratory, 3 hours per week. Prerequisite: Chemistry 101 or equivalent. FO U R H O U R S WILLIAMS SPRING SEMESTER 105. CONTEMPORARY CHEMISTRY— Thiscourse fornon-science majors isintendedtopro vide an understanding of the nature and scope of chemistry today and inthe future. Ittreats the development of chemical technology and the accompanying benefits and problems, in cluding poilution,drugs, consumer products, and nuclearchemistry. Lecture,2 hours perweek. T W O HOURS WILLIAMS FALL SEMESTER 246. CHEMISTRY FOR ELEMENTARY TEACHERS— A course designed tointroducethe pro spective elementary school teachertochemical sciences appropriatetoelementary education. An understanding ofthe propertiesofmaterialsand the nature ofchemical change interms of atomic and molecular behavior isstressed. Laboratory involvesexperiments thatareapplicabie forteaching elementary pupils.This course isopen only to prospective eiementary teachers, and theyare expected tofulfilltheircollegescience requirementwiththiscourse unlessexcused by the chairman ofthe Education Department. Lecture, 4 hours: laboratory, 2 hours per week forone-half of the semester. T W O A N D ONE-HALF H O U R S ELAINE JEKEL SPRING SEMESTER

131

C O U R S E S DESIGNED PRIMARILY F O R SCIENCE MAJORS: 111. GENERAL CHEMISTRY I— Firstcourse inchemistry foraiistudents who wish to major inscience. Topics includestoichiometry, statesofmatter, periodicity, inorganic reactions, atomic structure, chemical bonding, geometry of molecules, chemistry of non-metais, solutions, chemicai kinetics and chemical equilibrium. Three iectures per week.

THREE HOURS

FRIEDRICH, JEKEL, SILVER

FALL SEMESTER

113. LABORATORY OF GENERAL AND ANALYTICAL CHEMISTRY I- An introduction to techniques and iaboratory procedures in preparing compounds and performing gravimetric and titrimetricdeterminations with special emphasis on the use ofthe pH meter. Laboratory, 3 hours per week inciuding time fordiscussion of experiments. Corequisite: Chemistry 111. ONE HOUR

JEKEL, STAFF

FALL SEMESTER

114. LABORATORY OF GENERAL AND ANALYTICAL CHEMISTRY II- A continuation of Chemistry 113 including qualitative and quantitative measurements inciuding the use ofvisi ble spectrophotometers tostudy reaction rate. Laboratory, 3 hours per week inciuding time for discussion of experiments. Corequisite: Chemistry 121. Prerequisite: Chemistry 113. ONE HOUR

STAFF

SPRING SEMESTER

121. GENERAL CHEMISTRY II— The course consistsofa continuation ofthe basic principies ofchemistry inciuding chemical energy, electrochemistry, acids and bases, and ionicequilibria with an emphasis on inorganic reactions and the chemistryofmetais. Lecture, 3 hours perweek. Prerequisite: Chemistry 111.

THREE HOURS

STAFF

SPRING SEMESTER

221. ORGANIC CHEMISTRY I— Introduction to the basic principles of organic chemistry through studies of the structures and reactions of carbon compounds. The determination of structure by spectral means as well as mechanistic treatments of aiiphafic and aromatic chemistry are stressed. Lecture, 3 hours per week. Prerequisite: Chemistry 121.

THREE HOURS

TAYLOR

FALL SEMESTER

231. ORGANIC CHEMISTRY II— Continuation ofChemistry 221 with emphasis on construetion ofcomplox moloculos, including those found in biological systems. Lecture, 3 hours per „„ week. Prerequisites: Chemistry 221 and 255.

THREE HOURS

MUNGALL

SPRING SEMESTER

255. ORGANIC CHEMISTRY LABORATORY I— The laboratorystresses modern techniques foranalyses oforganic compounds and studiesofthe mechanisms oforganic reactions, infrared spectral analyses and chromotographic separations are introduced. Laboratory, 5 hours per week; discussion session, 1 hour per week. Prerequisite: Chemistry 121.

TWO HOURS MUNGALL, BOYER, TAYLOR FALL SEMESTER 256. ORGANIC.CHEMISTRY LABORATORY II— A continuation of Chemistry 255 with em phasis on use ofthechemical literatureinorganic syntheses and qualitativeorganic analysis. Nuclear magnetic resonance spectroscopy and mass spectroscopy are introduced. Laboratory, 5 hours perweek; discussion session, 1 hour per week. Prerequisites: Chemistry 221 and 255.

TWO HOURS

MUNGALL, TAYLOR

SPRING SEMESTER

295. STUDIES INCHEMISTRY— A lectureand/or laboratorycourse ina chemicai area ofcur rent interest.

THREE HOURS

STAFF

ANY SEMESTER

311. BIOCHEMISTRY I— The biochemistryofproteins,carbohydrates, lipids,enzymes, coen zymes, and nucieic acids are discussed togetherwith the important metaboiic pathways. Lec ture, 3 hours per week. Prerequisite: Chemistry 231.

THREE HOURS

BOYER

FALL SEMESTER

314. BIOCHEMISTRY II— The course isa continuation of Chemistry 311 with emphasis on biosynthetic pathways, reguiatoryprocesses and transferofgenetic information. Speciai topics

willinclude neurochemistry, and the biochemical basis ofmetabolic disorders. Lecture, 3 hours perweek. Prerequisite; Chemistry311.

THREE HOURS

BOYER

SPRINGSEMESTER

315. BIOCHEMISTRY LABORATORY — General biochemistry experiments including char acterizationofamino acids, carbohydrates, nucleic acids, and lipids,N-terminal analysisofpro teins, and spectrophotometric enzyme assays. Techniques include gas chromotography, gel filtration, thin-layerchromotography, centrifugation, electrophoresis and spectrophotometry. Laboratory, 3 hours per week. Prerequisite: Chemistry 311.

ONE HOUR BOYER SPRINGSEMESTER 322. INORGANIC CHEMISTRY — A detailed examination of covalent and ionic inorganic substances, Lewis acid-base concepts, thermodynamic aspects, coordination chemistry, chemistry ofmetals and nonmetals, inorganic aspects ofaqueous and nonaqueous solvents. Lecture, 3 hours per week. Prerequisite: Chemistry 231.

THREE HOURS

SILVER

SPRINGSEMESTER

331.ANALYTICAL CHEMISTRY LECTURE — Lecture topicswillinclude statisticsand sam pling,chemical equilibrium and electrochemistry as applicable toanalysisand an introduction to modern analytical instrumentation. Lecture, 2 hours per week. Prerequisites: Chemistry 114, 121, and Physics 122 or 132. Corequisite: Chemistry 332.

TWO HOURS

STAFF

FALL SEMESTER

332.ANALYTICAL CHEMISTRY LABORATORY — Laboratoiy experiments willinclude the total analytical process as applied to real samples, and will include taking representative samples, chemical workup, wet chemical and instrumental quantitation, and data handling. Laboratory, 6 hours per week. Co-requisite: Chemistry 331. Chemistry 331 and 332 must be taken during the same semester.

TWO HOURS

STAFF

FALL SEMESTER

343. PHYSICAL CHEMISTRY I— Emphasis isplaced on a study ofthe thermal properties of matter. The way inwhich temperature, pressure, volume and chemical composition determine the stateofchemical equilibrium, and the rateatwhich equilibrium isattained are studied. An understanding ofthese effects interms of molecular behavior isstressed. Lecture, 3 hours per week. Prerequisites or corequisites; Chemistry 121, Mathematics 235 and Physics 122.

THREE HOURS

STAFF

FALL SEMESTER

344.PHYSICAL CHEMISTRY II— The quantum descriptionofmatterwillbe investigatedwith particular emphasis on the theoretical concepts and the implications of those concepts for chemical systems. Lecture, 3 hours per week. Prerequisites or corequisites: Chemistry 221, Mathematics 235, Mathematics 270 and Physics 122.

THREE HOURS

STAFF

SPRING SEMESTER

345. PHYSICAL CHEMISTRY LABORATORY I— An introduction tomodern laboratorytech niques used inphysical chemistry. The work stressesthe use of instrumentation, spectroscopic methods, vacuum techniques glass blowing, kinetics, and thermo chemistry inobtaining ac curate data from chemical systems. Laboratory, 3 hours per week; discussion session, 1 hour per week. Corequisite: Chemistry 343.

TWO HOURS STAFF FALL SEMESTER 346. PHYSICAL CHEMISTRY LABORATORY II— A continuation ofChemistry 345, adding spectroscopic and physicochemical studies ofmolecular structureand interactions. Laboratory, 3 hours per week; discussion session, 1 hour per week. Prerequisites: Chemistry 343 and 345.

TWO HOURS STAFF SPRING SEMESTER 421.STRUCTURE, DYNAMICS, AND SYNTHESIS I— An integrated discussion ofadvanced topics in physical, organic, and inorganic chemistry. Topics will include stereochemistry, chemical kinetics, inorganic and organic chemistry kinetics and mechanism, and advanced topics ininorganicchemistry. Lecture, 3 hours perweek. Prerequisite: Chemistry 231 and 343.

THREE HOURS

MUNGALL, SILVER

FALL SEMESTER

133

422. STRUCTURE, DYNAMICS, A N D SYNTHESIS II— A continuation ofChemistry 421. Lec tures willcover organometallic chemistry, organic syntheses, chemicai dynamics, and sym metry inmolecularquantum theoriesand applications. Lecture, 3 hours perweek. Prerequisites: Chemistry 231,322, and 344. ^ THREE H O U R S SILVER SPRING SEMESTER 452. CHEMICAL INSTRUMENTATION — Introduction toselected electrochemical and spectral measurements and techniques useful inchemistry, and tothe general principlesthatguide pres ent rapid developments inchemical instrumentation. Topics willinclude instrumentation, elec trochemical methods, opticaland X-rayemission spectroscopy, mass spectroscopy, and nuclear magnetic resonance spectroscopy. Lecture, 2 hours; laboratory, 3 hours perweek. Prerequi sites: Chemistry 231,321, and 345. THREE H O U R S STAFF SPRING SEMESTER 490. INDEPENDENT RESEARCH IN CHEMISTRY — For chemistry majors. Course provides opportunitytodo research ina fieldinwhich studentsand facultyhave special interests.Students should contact facultyordepartment chairman toarrange forresearch with a facultymember. ONE, T W O or THREE H O U R S STAFF FALL SEMESTER 700. RECENT ADVANCES IN CHEMISTRY — Stresses recent developments and modern techniques in various areas of chemistry. For local area chemists. Course not open to undergraduate students at Hope College. SIX H O U R S (MAXIMUM) STAFF ASSISTING IN CHEMISTRY LABORATORY — Upon the recommendation of the chemistry faculty, a limited number of students who have done meritorious work are invited to serve as laboratoryassistants. No creditor honor points willbe given toward graduation, but a stipend isoffered. CHEMISTRY SEMINAR — A weekly seriesofseminars given by guest lecturersfrom academic institutions, industry, and government. Lecture topics include research activitiesand current special topics inallareas ofchemistry. The guest lecturers are also available fordiscussions concerning graduate education as well as career opportunitiesforchemistry majors. No credit or honor points will be given toward graduation. TEACHING OF'SCIENCE — See Education 331 (page 160).

M S . M A H O O D , C H A I R P E R S O N ; M R . H E R R I C K , M R . M A C D O N I E L S , M R . N I E LSEN.

With increasing societal complexity, the d e m a n d for effective communicators is being expressed dramatically. A 1982 Endicott Study surveying 242 major private sector employers underscores the extreme importance of communication skills to success a m o n g college graduate new-hires. Victor R. Lindquist, Director of Placement at Northwestern University and co-author of the report, cautions college professors and academic advisors to ‘encourage training in communication skills.”^ Acknowledging the historical centrality of communication training to the liberal arts tradition, and recognizing contemporary societal d e m a n d s for enlightened, skillful communicators, the Department of Communication offers a curriculum to enhance a student’s understanding of the h u m a n communication process as well as to develop and to refine a student’s communication skills. Communication situations varying in purpose and context (interpersonal relationships, small group interactions, faceto-face persuasive presentations, electronically mediated m a s s contexts) are ad dressed through the course offerings. Students interested in improving their communication effectiveness as a m e a n s of increasing their overall success in disciplines outside the communication department are welcome to draw on communication course offerings and laboratories to serve their individual needs. Communication majors at H o p e often link their academic pro grams with other disciplines in preparation for their careers in business, ministry, theatre, law, and teaching. Professional plans in broadcasting, closed-circuit televi sion, public relations, h u m a n resource development, and government often stem from opportunities provided to communication majors. The H ope communication cur riculum also provides a widely recognized, strong foundation for students planning graduate level study in communication at major graduate institutions. S O C I A L S C I E N C E R E Q U I R E M E N T — Comm u n i c a t i o n 101 — T h e C o m m u n i c a tion Process satisfies three hours of the core curriculum social science requirement. The course satisfies this requirement by helping the student understand the societal influences on the h u m a n communication process and by sensitizing the student to major patterns of behavior recognizable in diverse communication contexts. Per formance oriented communication activities help students apply these understand ings in making more effective communication choices. C O M M U N I C A T I O N M A J O R — The communication major curriculum isdesigned to provide a balanced education emphasizing theoretic understanding and skilldevelop ment across all significant communication contexts. A student would most likelyenter the program through any one of four introductory courses (101,140,151,160). It is a s s u m e d that majors will progress through the course offerings in s omewhat chro nological fashion, with exceptions where skill and theoretic understanding warrant departure from prescribed course sequencing. A communication major m a y be obtained by completing 33 hours in the C o m m u n i c a tion Department according to the following criteria: 1. Reported in HigherEducationand NationalAffairs,American Council on Education, Vol. 30, No.40, D e c e m b e r 18,1981, p.3. .

135

Required;

Hours 3 3 3 3

101 Introduction to the Communication Process 140 Public Presentations 151 Introduction to Mass Communication 160 Analytic Skills in Communication Skills Labs 201.301.401 Public Presentational Skills Labs 202.302.402 Reasoning and Analytic Skills Labs 203,303,403 Interpersonal/Group Skills Labs 204 Media Presentational Skills Lab 304 Multi Media Skills Lab

Total of 3

oifhor/210 Interpersonal Communication e 'ner\2 2 o Task Group Leadership •th_ry261 Persuasive Presentations ®""er\ 2 9 5 Topics inCommunication; Applied Theory (with advisor approval) Electives:

12 hours with at least 9 hours above the 304 level and at least 3 hours above the 403 level

Colloquia;

Majors must be continuously enrolled in a communication colloquium throughout theirjunior and senior years (allsemesters)

0 Total 33

C O M M U N I C A T I O N M I N O R — A minor in communication m a y be obtained by tak ing at least 20 hours of communication courses in one of several areas: Business/ Organizational Communication, Communication and M a s s Media, Communication and Social Influence (recommended for preseminary and prelaw students) and C o m munication in Interpersonal Relations. Minors are defined by these options: OPTION A -

136

BUSINESS/ORGANIZATIONAL COMMUNICATION

101 The Communication Process 160 Analytic Skills in Communication 220 Task Group Leadership either^ 255 Print Media I 140 Public Presentations 320 Small Group Communication 420 Organizational Communication Communication Skills Labs; 2 hours

OPTION B —

COMMUNICATION IN MASS MEDIA

101 The Communication Process 151 Introduction to Mass Communication 160 Analytic Skills in Communication 251 Media Production I:Radio and Television 255 Print Media I either^ 352 Media Production II 353 Media Production III either^ 356 Print Media II Communication Skills Labs: 2 hours

OPTION C —

COMMUNICATION AND SOCIAL INFLUENCE (recommended for preseminary and prelaw students) 101 The Communication Process 140 Public Presentations 160 Analytic Skills In Communication

220 Task Group Leadership 261 Persuasive Presentations 365 Case Studies in Persuasion Communication Skills Labs: 2 hours OPTION D —

COMMUNICATION IN INTERPERSONAL RELATIONS 101 The Communication Process 151 Introduction to Mass Communication 160 Analytic Skills in Communication 210 Interpersonal Communication 220 Task Group Leadership 320 Small Group Communication Communication Skills Labs: 2 hours

COMMUNICATION SKILLS LABORATORY — Itisthe objective of the Communication De partment todevelop students' communication skillsas well as to build theirunderstanding of communication theory.Communication majors, particularly,should exhibitgood communication skillsas well as understand basic theory inthe discipline. Development and reinforcement of severalskillsare importanttodeveloping a competent communicator. Among these areanalytic skills,verbal and nonverbal expressive skills,listening skills,and technical skills.Since com municators’purposes and communication contexts vary (i.e.,from lessformal, small face-tofacesituationstoformal, mass audience, technologicallymediated situations),these skillsmust be appropriatelyadapted. Lab offerings,therefore, are diverse enough toencourage thisadap tive skillas well. 050. Communication Majors Colloquium— A regularlyscheduled meeting ofallma jorstoconduct programs related toprofessional issues ortopics, departmental busi ness, vocational or career matters, advising or enrollment. 0 HOURS STAFF EACH SEMESTER 201,301,401 .Public Presentational Skills— Verbal and nonverbal expressive skills are emphasized inthese laboratories,with attentiontoanalyticskillsas well. Intensive extemporaneous and impromptu verbal activitiesare utilizedto refineskillsindelivery, styleand organization. Students are trainedtocompose and delivertheirverbal mes 137 sages spontaneously inclear, concise fashion. As students move through stages of development, the presentation assignments move from drillexercises to extended, persuasive public presentations prepared foraudiences outside the laboratory. Ad vanced studentsassistincoaching beginning students, thus improving theirown skills by serving as models for instructional purposes. 202.302.402. Reasoning and Analytic Skills — These laboratories develop and refineanalytic skills,verbal expressive skills,and critical listening skillsappropriate tooralargument. Skillsare developed through practice in impromptu oral argument exercises, directclassactivities,and diverse formatsfordebate and discussion ofcon-' troversial positions. As students’skillsbecome more refined, the activitiesmove from shorterintensivedrillexercisestoextended formal debates and discussionspresented publicly. Advanced students assist in coaching beginning students, thus improving their own skills by serving as models for instructional purposes. 203.303.403. Interpersonal/Group Skills— Active listeningskills,and verbal and nonverbal expressive skillsappropriate tothe interpersonal setting are stressed inthis laboratory. Students’capacities to create supportive, nondefensive communication climates, tofacilitatesmooth small group interaction, and to recognize multiple levels of meaning in interpersonal encounters are developed through role play, media feed back, and small group experientialactivities.As students progress inskilldevelopment, theirresponsibilitiesas sources offeedback forbeginning students and facilitatorsfor group activitiesbecome more significant;providing the forum inwhich theycan refine the skillsthey are modeling.

204. Media Presentational Skills— Study ofand participation in non-dramatic per formance inradioand feievision. Practicalexperiences incommon media formats and development ofapproaches tovoice, movement and physical presentation willbe fea tured. 304. Multi Media Skills— Experiences increatingsound and picture materials (elec tronic,sound and picture,film,slides, multi-screen) utilizedinclosed-circuitspecialized audience communication. Primary attention to approaches forinternal and external business utilization. ONE-HALF H O U R STAFF VARIOUS SECTIONS EACH SEMESTER 101. THE COMMUNICATION PROCESS — This course isa general introduction tothe nature of human communication, with emphasis on the rolesofself-esteem, interpersonal perception, language, nonverbal behavior and environment inthe communication process. Students are given opportunitiestoapply theoretic principlesinperformance situations. Essential concepts introduced inthe course provide a foundation for advanced communication courses. THREE H O U R S MACDONIELS, M A H O O D EACH SEMESTER 140. PUBLIC PRESENTATIONS— Thiscourse introducesthestudenttothetheoryand practice ofpublicspeaking. Topics covered include methods oforganizing a speech, delivery,thetypes and uses ofevidence, and the effective use ofvisual aids. Students prepare and deliveran in formative speech, as well as persuasive speeches on questions of fact, value and policy. THREE H O U R S HERRICK EACH SEMESTER 151. INTRODUCTION TO MA S S COMMUNICATION — An analysisoftheforms and purposes of mass communication. The course focuses on theorganization, structure, management and unique characteristics of the broadcast, print and film media. THREE H O U R S NIELSEN EACH SEMESTER 160. ANALYTIC SKILLS IN COMMUNICATION — This course covers the common types of reasoning employed in persuasive communication. The student learns how to identifythese types, employ them inargument, and the refutationstowhich each issusceptible. Analysisof sample arguments isstressed,as well as the preparation and presentation ofwritten and oral arguments. THREE H O U R S HERRICK, M A H O O D EACH SEMESTER 138

210. COMMUNICATION IN INTERPERSONAL RELATIONS — A systematic analysis ofthe process ofcommunication inthedevelopment and maintenance of interpersonal relationships. The developing and ongoing interpersonal relationsof members ofthe class willbe considered through theories of interpersonal communication. Prerequisite: Communication 101. THREE H O U R S MACDONIELS EACH SEMESTER 220. TASK G R O U P LEADERSHIP — This course willfocus on the small task group with par ticular attention given to the communication skills of successful leaders. Problem-solving methods and communication skillsrelated to productive input and task efforts,skillsnecessary to plan, chairand manage the activitiesofthe task group along with training inparliamentary skillswill be emphasized. Prerequisite: Communication 101 recommended. THREE H O U R S M A C DONIELS FALL SEMESTER 251. MEDIA PRODUCTION I:RADIO A N D TELEVISION — Investigation, participation and criticismofthe production process inRadio and Television Broadcasting (Commercial, Educa tionaland Instructional).This course isa firsttasteofthe process ofcommunication by the elec tronic media, designed to be relevantforthose utilizingsound and pictureforprofessional pur poses as wellas forthose interested inmedia as an adjuncttoother interestareas. Course struc ture includes lecture/discussion plus individual production labs. THREE H O U R S NIELSEN EACH SEMESTER 255. PRINT MEDIA I(JOURNALISM) — A study of the methods of gathering and evaluating news and re-writing and editingjournalisticcopy. The course emphasizes journalisticwriting and itsinfluence in contemporary society. Prerequisite: English 113 recommended only. THREE H O U R S STAFF FALL SEMESTER

261. PERSUASIVE PRESENTATIONS — This course introduces the student to preparation and deliveryofmore sophisticated persuasive presentations. Theories ofattitudechange, in terpersonal perception, speaker credibility,language and nonverbal behavior providethecon ceptual foundation upon which principlesofeffectivepersuasion are taught. Students prepare and deliverdirectand indirectpersuasive presentations, withconsiderationtoinformed methods ofaudience analysis. There isa balanced emphasis between theory and practice, along with consideration ofthe inherent ethicalchoices confronting the persuader. Prerequisites; C o m munication 140 and Communication 160. THREE H O U R S MAHOOD SPRING SEMESTER 295. TOPICS IN COMMUNICATION (APPLIED THEORY) — A lecture or seminar class in a special topicofthedisciplineoffered atthe sophomore level.Prerequisite; Communication 101, or permission of the instructor. ONE, T W O O R THREE H O U R S STAFF A N Y SEMESTER 320. SMALL G R O U P COMMUNICATION — An investigation of the principles and methods ofsmall group communication. The course emphasizes problem solving, leadership and group structure, group interaction dynamics and approaches toeffectivegroup methods. Prerequi sites; Communication 220 or permission of instructor. THREE H O U R S M A C DONIELS SPRING SEMESTER 352. MEDIA PRODUCTION II— Advanced experiences inthe area of television production — broadcast, closed-circuit instructional and cable. Focus willbe on the creation of media for mats inthe student's interestarea, techniques oftelevisionprogram directionand analysisand critiqueofcurrent commercial and educational programming forms. Emphasis isgiven tothe importance ofviable content development priorto integrationwith media communication pro cesses. Class members willproduce programming forMOSAIC televisionseries. Prerequisite; Communication 251, or permission of instructor. THREE H O U R S NIELSEN SPRING SEMESTER 353. MEDIA PRODUCTION III— Advanced experiences in electronic field production/film technique forbroadcast, closed-circuitand cabletelevision. Focuson location/studioshooting and editing of video tape filmic materials. Class members will function as producers/direc tors/camera operators/editorsforprojects. Student presentationswillbe cablecaston MOSAIC television series. Prerequisite; Communication 251, or permission of instructor. THREE H O U R S NIELSEN FALL SEMESTER 139 356. PRINT MEDIA II(JOURNALISM)— An advanced course inspecialprinciplesand applica tionsofJournalism. Advanced reporting, criticismand reviews, treatmentofcopy, news sources and news suppression, totalproduction stages, and journalisticethics are emphasized. Pre requisite; Communication 255, or equivalent. THREE H O U R S STAFF SPRING SEMESTER 357. BROADCAST N E W S PRODUCTION — Investigationand evaluation ofthe news and in formation functionofthe broadcast mass media. The course willalso involvestudentparticipa tion in the news process, producing Hope College’s THURSDAY JOURNAL forCablevision 12. Purpose istomake thestudentaware ofthe process by which they receiveviews oftheworld from the media and to establish a sensitivityto the potential impact ofthat process on news, information, education and instruction. Prerequisite; Permission of instructor. THREE H O URS NIELSEN SPRING SEMESTER 365. THEORY A N D CRITICISM OF RHETORIC — This course surveys the major theories of rhetoricfrom ancient times tothe present. The criticalimplicationsofthe theoriesare explored, withoraland writtencritiquesofpersuasivecommunication providingopportunitiestoputthese implications to work. Among the rhetorical theories covered are those of Plato, Aristotle, St. Augustine, George Campbell, Richard Whately, Kenneth Burke and I.A. Richards. THREE H O URS HERRICK, M A H O O D FALL SEMESTER 388. THE TEACHING OF SPEECH-COMMUNICATION — An explanation of the materials, methods and procedures essential inplanning, structuring, and conducting curricularand co-

395. COMMUNICATION INTERNSHIP — Student internsare assigned toorganizations, agen ciesorcommunication media industriestoobserve, assist, assume regularduties, or engage inspecial projects under the supervision of skilled professionals. Students are generally not paid and areexpected tomaintain approximatelythirtyhours ofplacementforeach hourofcredit. Prerequisite: Permission of instructor. ONE, T W O or THREE H O U R S (may be repeated up to six hours) M A C DONIELS A N Y SEMESTER 420. ORGANIZATIONAL COMMUNICATION — This course isdesigned to provide students with understanding ofand appreciation forthe influenceofintentionaland unintentionalcom munication within largeorganizations. The focus ofstudy ison communication within a social system complex enough tobe planned, deliberatelystructured (withcodified rules, formalized rolesamong individuals, task assignments, etc.)and goal directed. Attention ispaid tothe role ofcommunication indevelopingand sustainingtheorganization,tothe impactofcommunication systems and climateson organizational members, and tothe communication strategies most useful forthe individual within the organization. Designed as a fieldstudy, thiscourse guides the student through a naturalisticobservation of an actual organization ofwhich he or she is a member. Some understanding ofinterpersonaland small group communication and familiarity with social scientific research procedures are presumed. Prerequisites: Communication 101, Communication 320, and permission of instructor. THREE H O URS MAHOOD FALL SEMESTER 450. ISSUES IN M A S S MEDIA — An examination of the relative effects of the several com munication media on society. Study focuses on the relevantcontroversies surrounding the print and broadcast media, the formation of individualattitudesand public opinion, and the research evidence reflectingthe degree of media influence. Students willengage inindividual research projects. Prerequisite: Two priorcourses in mass communication or permission of instructor. THREE H O URS NIELSEN FALL SEMESTER 460. COMMUNICATION TH E O R Y — Thiscourse integratesthe major theoreticalcontributions 140 tothecommunication discipline. Intracingthe development ofthe field,attention ispaid todi verse philosophical, scientific,social scientific,and humanistic influences inthe development ofcommunication theory. Among the influencesconsidered are Aristotelean rhetoricaltheory; positivistresearch assumptions: symbolist perspectives and symbolic interactionism; existential philosophy; phenomenology; and technological innovation (electronic media). The course is conducted inseminar fashion; students are taught toappreciate originalworks as opposed to textbook treatments. Prerequisite: Communication 160. FOUR H O U R S MAHOOD SPRING SEMESTER 490. INDEPENDENT STUDIES IN COMMUNICATION — A program permitting advanced students inCommunication an opportunity to broaden theirperspectives or intensifystudy in a communication area of unique interest. Eligibilityrequirements forthe program are: senior standing (orapproval), approved topic area, written proposal following format prescribed by department and presented attime ofregistrationtochairperson and instructor,and finaldepaii•mental approval of proposal. Prerequisite; approval. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER 495. ADVANCED STUDIES IN COMMUNICATION— A lecture, seminar or intern program in a special topic of the discipline offered for majors in the department. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER

MR. D E R S H E M , CH A I R M A N ; MR. D A N G R E M O N D , MR. STEGINK, MR. B R O W N

Computer science is a young and rapidly developing discipline. In recognition of this fact, the Department of Computer Science is committed to providing the student with a program which includes the basic fundamentals of the field and which allows him the flexibility to pursue in depth m a n y of the diverse areas into which computer sci ence is expanding. In addition, computer science interrelates heavily with other dis ciplines, both in its application and its construction. Itis our belief that this interrela tion can best be emphasized by the establishment of direct links with these other fields such as joint sharing of faculty and programs and by exposing computer science students to the fundamental core of knowledge in closely related disciplines. C O M P U T E R R E S O U R C E S — The computing facilities at H o p e College give the stu dent an opportunity to obtain a rich variety of experiences. T h e H o p e College D E C V A X 11 /750 computers support a wide variety of software features and provide a con temporary environment for computer science education. More than 200 terminals are available throughout the c a m p u s for student and faculty use. There are also op portunities to use and apply minicomputers and microcomputers. TRS-80, Apple II, and IBM P C microcomputers are available for use by students and faculty. The Department of Computer Science also supports an N C R Tower Unix system for classroom and research work. — T h e department offers a major program which emphasizes applications and experiences in computer science and allows students the flexibility to design programs suitable for their interests and goals. Each student's major program, designed by the student and his departmental advisor, in cludes a core of computer science courses, a strong component of courses in s o m e field to which the computer can be applied, and an internship experience, or a semester of independent study and research under the supervision of a m e m b e r of the H o p e College faculty. By following an appropriate major program, students m a y prepare themselves for m a n y computer science careers including applications pro gramming, systems programming, systems analysis, computer design, process con trol, operations research, or computer center management. C O M P U T E R S C I E N C E M A J O R R E Q U I R E M E N T S — T h e requirement for an A.B. degree in Computer Science is a plan of study approved by the departmerit which includes at least 30 hours of credit in Computer Science courses, not including 110. These 30 hours must include Computer Science 220,280,283, and either490 or 491. Physics 241 and 242 m a y be counted toward the 30 hour requirement. Mathematics 135,136,260 are required in addition to the 30 hour Computer Science requirement. The requirement for the B.S. degree in Computer Science is a plan of study approved by the department which includes at least 36 hours of credit in Cornputer Science courses, not including 110. These 36 hours must include Computer Science 220,280, 283, Physics 241 plus either Computer Science 490 or 491. Physics 241 and 242 m a y be counted toward the 36 hour requirement. Mathematics 135,136,260, and 310 are required in addition to the 30 hour Computer Science requirement. A total of 60 hours of classes in the natural sciences must be completed. Mathematics and Computer Science courses count toward this 60 hour requirement. The requirements for a Computer Science major for education certification is at least 30 hours of Computer Science including 110,120,220,280,283, 381 and 700. T H E C O M P U T E R SCIENCE M A J O R

C O M P U T E R S C I E N C E M I N O R — A minor in Computer Science consists of a mini m u m of 18 hours of Computer Science credit, six hours of which must be numbered 300 or higher. Computer Science 110 does not count toward the 18 hour requirement. The requirements for a Computer Science minor for education certification include the following: aminimumof21 hours of Computer Science credit, including 110,120, 220,280,283,381, and 700. 110. INTRODUCTION TO COMPUTER INFORMATION SYSTEMS — This course isdesigned toexpose thestudenttoenough computing tobecome an effectivecomputer user. Itisintended forthe student who wilitake no furtherComputer Science. This course does not count toward the Computer Science major. Topics include: components and functionsofa computer, descrip tionoffileorganization, study ofdata communications, data base and distributed processing inbusiness computing, the systems analysisprocess, comparison ofprogramming languages, an introduction toprogramming inthe BASIC language, word processing, and electronicspread chpptQ

THREE H O URS

STAFF

120. INTRODUCTION TO COMPUTER SCIENCE — This isan introductorycourse and serves as a prerequisiteforallothercomputer scienceofferings. Emphasis isplaced on problem solving techniques, programming skills,and program styleand design. Students inthisclass gain ex tensive experience in programming in Pascal. THREE H O U R S STAFF 160. SCIENTIFIC COMPUT E R P R O G R A M M I N G — An introduction tocomputers, FORTRAN programming, and methods ofscientificproblem solving and data reduction under timeshar ing and batch modes of operation. Techniques in least squares fitting,sorting, transcenden talequations solving, and the Monte Carlo method willbe introduced. Features ofthe operating system, utilityprocessors, and filemanagement will be included. This course isa substitute forComputer Science 120 and isintended forstudents majoring inthe Physical Sciences. Co requisite: Mathematics 135. This course isthe same as Physics 160. THREE H O URS BROCKMEIER FALL SEMESTER

142

170. PASCAL FOR P R O G R A M M E R S — An introduction tothe Pascal programming language forstudents with previous programming experience ina higher-level language likeFortran or Basic. Emphasis will be placed on control structures, data structures, modularity, top-down design, and program testing and verification. Prerequisite: Physics/Computer Science 160 or equivalent programming experience. ONE H O U R STAFF 220. C O MPUTER SCIENCE II— Advanced features ofthe Pascal programming language will be introduced and concepts ofstructured programming willbe emphasized. Particularatten tion willbe given to the design and implementation of large systems and the development of useful software tools. Analysis ofalgorithmsforstring processing, sorting, and searching will be introduced. Elementary data structures, including linked lists,stacks, and queues, willbe studied and implemented. Students willbe required towriteseveral very extensive programs. Prerequisite: Computer Science 120. THREE H O URS STAFF 280. FILE M A N A G E M E N T — Overview of data processing. C O B O L programming. File or ganization. Internaland external sorts. Report design, Common data base concepts. Analysis of specific problems and theirsolutions. Prerequisite: Computer Science 220. THREE H O URS STEGINK SPRING SEMESTER 283. INTRODUCTION TO C O M P U T E R SYSTEMS — Computer structure and machine lan guage. Assembly language. Addressing techniques. Macros. Program segmentation and linkage. Assembler construction, linkers,and loaders. Interpretiveroutines. Prerequisite: Com puter Science 120. THREE H O U R S BROWN FALL SEMESTER

295. STUDIES IN COM P U T E R SCIENCE — A course offered in response tostudent interest and need. Deals withtopicsincomputer science which are not included inregularcourses. Re cent topics have been the Psychology of Computer Programming and Artificial Intelligence. T W O or THREE H O U R S STAFF 320. BUSINESS INFORMATION SYSTEMS — Top-down design ofbusiness information sys tems. Design inspections. Detaildesign and implementation. Informationsystem maintenance. Fileorganization. Post-audit.of information systems. Essential characteristicsof information systems are developed through the use ofcase histories.Alternate years, 1986-87. Prerequi site: C.S. 280. THREE H O U R S STEGINK FALL SEMESTER 331. PROCESS C O N T R O L — Control ofexperiments and processes using microcomputers. Theory ofdiscrete and continuous sampling methods ofcontrol. Experience inprogramming microcomputers to illustrateproblems ofcontrol, data manipulation and data analysis. Skillwill be developed inassembly language programming and an understanding developed ofthe rela tionship between assembly language and hardware. Prerequisites: Computer Science 120 or equivalent and one year of a laboratory course forscience students other than Physics 241, 242. Same as Physics 331. THREE H OURS V A N P UTTEN FALL SEMESTER 332. PROCESS CONTROL L A B O R A T O R Y — Application ofcontrol methods studied inC o m puter Science 331 to actual systems. Interfacing microcomputers with terminals, displays, analog to digitalconverters, and other input-outputdevices. Application ofmicrocomputers to data acquisitionand on-linedata analysis. Prerequisites: Computer Science 331 and Physics 241. ONE HOUR V A N P UTTEN SPRING SEMESTER 340. C O MPUTER GRAPHICS— An introduction tothe concepts, techniques, algorithms, and data structures used incomputer graphics and theirimplementation inprogramming. Topics include grapics hardware, move-draw graphics, transformations, clipping and windowing, color, shading, graphics packages, and appiications in business, CAD, CAI, and microcomputers. Prerequisite: Computer Science 120. Aiternate years, 1985-86. THREE H O U R S STEGINK FALL SEMESTER 352. HARDWARE/SOFTWARE SYSTEMS — Overview ofoperating systems. Operating sys tem functions. Support functions forthe operating system. Overview of hardware organization. Microprogramming. Multiprocessor systems. System considerations for reiiability,availabil ity,and serviceabiiity. Prerequisite: Computer Science 283. THREE H O U R S BROWN SPRING SEMESTER 362. MODELING A N D SIMULATION— An introductiontothe techniques and approaches to the construction ofcomputerized models. Topics covered wiliinclude methods forconstruct ing discrete-event simuiations, analytical methods used in modeling, and the interpretation of simulation results. The students willbe given experience inthe construction of models. Con siderable emphasis wiiibe placed on written and verbal communication skiils. Prerequisites: Computer Science 220 and Math 210 or 310. Alternate years 1985-86. THREE H O U R S DANGREMOND SPRING SEMESTER 381. DATA STRUCTURES — Description and use ofdata structures. Software and program ming ianguage impiementation. Storage ailocation and management. Searching and sorting techniques. Appiications of data structures. Prerequisite: Computer Science 220. THREE H O U R S STAFF FALL SEMESTER 383. PROGRAMMING LANGU A G E S — Survey ofprogramming languages. Programming lan guage syntax. Theory ofcomputation. Control Structures. Recursion. Language extensibility. Application languages. Prerequisite: Computer Science 220. THREE H OURS DER S H E M FALL SEMESTER

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390. DATABASE MANAGE M E N T SYSTEMS— Detailedstudyofthefundamentals ofdatabase technology to establish the vocabulary and processing methods of the subject. Practical database models. Applications ofdatabase systems inbusiness organizations. Management considerationsforeffectiveimplementation ofdatabase systems. Case studies,writtenreports, and programming exerciseswillbe employed todevelop relevantknowledge. Prerequisite:Com puter Science 280. Alternate years, 1986-87. THREE H O URS D ERSHEM SPRING SEMESTER 490. INDEPENDENT STUDY A N D RESEARCH IN C O M P U T E R SCIENCE — Independent studyor research projectcarriedout insome area ofadvanced computer science or inthe ap plicationofthe computer toanother discipline.This projectwiilbe carried out under the super vision ofone or more designated staffmembers. Prerequisite: Permission ofthe chairman of the department. ONE, TWO, or THREE H O U R S STAFF 491. INTERNSHIP IN COMPUTER SCIENCE— This program offersthestudentan opportunity towork on a projector an experience approved by the department as being ofsignificance in computer science. This isusuallydone offcampus and the studentwillhave a qualified super visoratthe siteofthisexperience inadditiontoa facultyadvisor. This course isnormally open onlytoseniorcomputer science majors. Prerequisite: Permission ofthechairman ofthedepart ment or the director of internships. THREE H O U R S DANGREMOND 495. ADVANCED STUDIES IN C O M P U T E R SCIENCE — A course designated forjuniorand seniorcomputer science majors which covers an advanced topic incomputer science. Recent offeringshave been operating systems and softwareengineering. This course isofferedatieast once each year and may be repeated foradditional creditwith a different topic. Prerequisite: Permission of the chairman ofthe department. THREE H O U R S STAFF 700. COMPUTERS IN EDUCATION— A workshop open toteachersand administratorsatboth theelementary and secondary levelsofeducation. Use and impiementation ofinstructionaicom putersoftware. BASIC programming language. Computer literacy.Surveyofavailable resources for instructional use ofcomputers. Survey ofappropriate computer equipment. Each partici pant will receive experience in the use of a microcomputer and produce a computer-based classroom activity. T W O or THREE H O U R S STAFF

M R S . D e B R U Y N , C H A I R P E R S O N ; M R . A S C H B R E N N E R , M S . C A R D E R , M S . G R A H A M , M S . IRWIN, M R . G R I N D S T A F F , M R . SMITH, MR. T E P P E R , and G U E S T F A C U L T Y

T h e dance program follows H o p e ’s philosophy of liberal arts education by providing opportunities for students’intellectual, artistic, and physical development. H o p e ’s diverse resident and guest faculty, fine studios and performance facilities, perfor m a n c e and teaching opportunities and curriculum, divided between modern, ballet, jazz and tap technique and dance theory contribute to the department’s goal of developing well-rounded dancers w h o are prepared for careers in dance perfor mance, production, education, and related fields. Graduates of the program are currently: dance teachers at colleges and universities dance teachers in public and private school programs K-12 professional dancers in N e w York City students in professional c o m p a n y schools in N e w York City managers for dance companies directors of dance for recreational and fitness centers a dance therapist a dance historian Freshmen considering a dance major should meet with the departmental chairper son early in the year in order to plan their curriculum. All freshmen considering a d a n c e ' major are encouraged to complete as m u c h of the core requirement as possible dur ing their freshman year. Please note that all level II and III technique courses m a y be repeated for credit. C O R E C O U R S E S : T h e following core courses are r e c o m m e n d e d for all dance students: Biology 111 and Physical Education 140 as prerequisites Theatre 101 for fulfillment of Fine Arts requirement 3 hours Dance Iand IIfulfill Arts Performance requirement D A N C E M A J O R T h e dance major prepares students for careers in dance perfor mance/theory and dance education. Students majoring in dance education must con tact the Education Department and the Dance Department for counseling. Adjudication by resident faculty in the Spring of the sophomore year is required of ali students intending to major in dance. At this time the department will assess the student’s academic, creative, and technical ability in the areas of performance and dance education. Students will be advised as to their potential success as a dance major; faculty will counsel dancers regarding their strengths, weaknesses, and future career opportunities. Previous to their scheduled adjudication, students must sub mit a written application to the department chairperson. Further information concern ing adjudication is available from the department chairperson. All students w h o have been accepted into the major program are requried to par ticipate in one musical theatre production, two annual dance concerts and perform in or produce at least two student-choreographed concerts. O n e teaching assistantship in a Technique Iclass as a junior or senior is also required. D A N C E M I N O R The dance minor consists of a mini m u m of 20 hours divided between technique and theory.

R E C O M M E N D E D T E C H N I Q U E C O U R S E S Modern Iand 11(106/126), Jazz Iand II(116/117), Ballet I(203), Folk and Square (110) and Period Dance (114). R E C O M M E N D E D T H E O R Y C O U R S E S Eurthythmics (201), Anatomical Kinesiology (221), Improvisation (300), Composition (306), Teaching of Dance (315), and Dance History Survey (320). R E C O M M E N D E D E L E C T I V E S Dance 118,215,223,224,301 and 310. The minimum expectation is that the dance minor will participate in College dance activities for at least two semesters including auditions of performances and a mini-teaching assignment. T E A C H E R CERTIFICATION of dance minors. Certified K-12 since 1975. Stu dents must meet all requirements of the Education Department. D A N C E T H E R A P Y is a preparatory program for graduate school and a career. Itis available to students through a composite major, biology/psychology and a dance minor. Provisions are m a d e through the Registrar and the Dance Department Chair person.

technique 106. M O D E R N DANCE I— Education inbody movement through dance techniques designed to teach an understanding of rhythm and relaxation and a presentation of basic movement problems. ONE HOUR DeBRUYN BOT H SEMESTERS 106. M O D E R N DANCE IADVANCED — A continuation of Modern IBeginning designed for the studentwith atleastone semester ofModern. Purpose ofthiscourse Istodevelop additional technique and basic principles. ONE HOUR DeBRUYN BO T H SEMESTERS 110. FOLK A N D SQUARE D A NCE — An introduction to folk and square dance techniques. Special emphasis will be placed on the cultural aspects ofthe development of both types of dsncs ONE H O U R TEPPER SPRING SEMESTER .j4 0

114. PERIOD D A N C E — Research and executionofrepresentativesocialdances from historical periods to present time. No prerequisites. T W O HOURS GRAHAM/TEPPER FALL SEMESTER EVEN YEARS 116A. JAZZ IBEGINNING— A study ofjazztechniques, freestylemovement, floorand barre work, and combinations designed forthe student with no training inany dance form. The pur pose ofthiscourse istointroducethebeginningstudenttoa wide rangeofmovement and provide a creative means of expression fortheatre dance. ONE HOUR GRAHAM BO T H SEMESTERS

116 B. JAZZ IA D V A N C E D — A continuation ofJazz IBeginning; designed forthestudentwith atleastone semester ofJazz. The purpose ofthiscourse istodevelop understanding ofbasic principles and technique, and introduce the student to more complex dynamics, styles, and combinations. ONE HOUR GRAHAM BO T H SEMES

117A. JAZZ IBEGINNING— A continuation ofJazz IAdvanced; designed toprepare the stu dent fordance composition and improvisation, with emphasis on improvement oftechnique, style, and performance. ONE HOUR TEPPER BO T H SEMES -

117B. J/VZZII ADVANCED — A continuation ofJazz IIBeginning; Intermediate-Advanced level; designed to furtherdevelop the student fordance composition and improvisation. Emphasis isplaced on technique and the importance of rhythms, dynamics, special awareness and pro jection as means of creating variety in dance. ONE H O U R GRAHAM BOT H SEMES

118A. TAP IBEGINNING— An introduction totap dance techniques, emphasizing the use of this dance form intheatrical performance. ONE HOUR TEPPER BOTH SEMES

118B. TAP IADV A N C E D — A continuation ofTap IBeginning with a more indepth studyofTap exercises. The exercises are designed to loosen the ankle, foot and to develop beginning combination. ONE HOUR TEPPER BO T H SEMES 119. TAP II— A continuation ofDance 118B Advanced, with emphasis and performance tech nique. Intermediate tap barreand centerwork, and a consideration ofbasic tapchoreography. Course may be repeated forcredit. ONE HOUR TEPPER BOTH SEMES 126. M O D E R N DANCE II— A continuation of beginning modern dance including improvisa tionto stimulate the imagination and allow forindividual exploration of movement expression. Course may be repeated forcredit. ONE HOUR DeBRUYN BOT H SEMES 201. EURHYTHMICS 0— The aim ofeurhythmies istoaidthestudent indiscoveringthatrhythm isexperienced physicallyas wellas mathematicallyconceived. Linearand contrapuntal rhythm withinthevarious metricforms isstudied through physical motion toacquirethefeelofrhythm. Time initsrelationshiptospace and energy isthe basis forthe study of rhythm as itfunctions in the motion of music. ONE HOUR ASCHBRENNER FALL SEMESTER 203A. BALLET IBEGINNING — A study of basic foot, arm, and body positions in ballet. De signed forthe student with no previous training inany dance form. The student isintroduced tothe barreforfundamental balletexercises, followed by centerwork and combinations ofdance steps. ONE HOUR GRAHAM BO T H SEMESTERS

203B. BALLET IA D V A N C E D — A continuation of Ballet IBeginning designed forthe student withatleastone semester ofballet.Purpose ofthiscourse istodevelops understanding ofbasic technique and principles. ONE HOUR GRAHAM BOTH SEMEST

204A. BALLET IIBEGINNING — A continuation of Ballet IAdvanced and Intermediate tech nique, with barre and centerwork. Some consideration ofanatomy and dance historyas these subjects relate to ballet performance. ONE HOUR GRAHAM BOT H SEMEST

240B. BALLET IIADVANCED — A continuation of Ballet IIBeginning; Intermediate and Ad vanced technique; designed tofurtherdevelop performance skills.Emphasis isplaced on tech nique and the importance of rhythm, dynamics, spiralawareness and projection as means of creating variety in dance. ONE HOUR GRAHAM BOTH SEMEST 215. HISTORY OF TECHNIQUE OF THEATRICAL M A K E U P — Study of the principles of makeup and hairfashion forthestage. Training inskillsand techniques needed forunderstand ing the design and application of straight, character, and fantasy makeup. Emphasis will be on facial anatomy, physiognomy, corrective makeup, skin textures, materials, modeling, .analysis, special structures, ventilation of hairpieces, historical hairstyles, and wig-making. J H R E E HOURS SMITH SPRING SEMESTER 221. ANATOMICAL KINESIOLOGY — The muscle-skeletal system and itsaction,withspecial reference tothe fieldof health and physical education isstudies indetail. Prerequesite: Biology 111 . Same as Dance 221. THREE H O U R S IRWIN SPRING SEMESTER 223. LIGHTING DESIGN — A study of the tools, technology, and artistic considerations of theatrical lighting. Course attempts to deal with the aesthetic problems of lighting design as

the artisticeffortofan individualworking withina producing group. Prerequisite; Theatre 121, or permission of the instructor. THREE H O U R S GRANDSTAFF OFFERED ALTERNATE YEARS, 1985-86 224. C O S T U M E DESIGN— An introductiontothe roleofthecostume designer inthe theatre. Consideration ofthe designer's responsibilitiesas a visual artist,based on analysisofthescript and of the produciton concepts. Study of fashions in dress from the ancient Greeks to 1940. Development of the techniques of period dress making, pattern drafting, costume construc tion, shop organization, and rendering. THREE H O URS C ARDER OFFERED ALTERNATE YEARS, 1985-86 300. DANCE IMPROVISATION— This course isconcerned with the development ofthe ability tocreate spontaneously through words, sketches, and sounds. The goal forthe student willbe the use ofImprovisation as a toolfordeveloping sensitivityand a means ofdiscovering the body’s natural movement style, as a prelude to dance composition. Prerequisites: Dance 106,116, 117,126. ONE HOUR DeBRUYN SPRING SEMESTER 301. DANCE REPERTORY — Emphasis is on learning new techniques from guest artists through combined movement phrases and by learningdances and/or sectionsofdances. Pre requisite: Majors only. Permission of Chairperson. T W O HOURS GUEST ARTIST SPRING SEMESTER O D D YEARS 305. DANCE COMPOSITION— An introductorycourse inthe rhythmic structureofdance, in cluding problems in line, design, dynamics, theme, and group choreography. Prerequisites: Dance 206 and 126 (or Dance 316), 116,117. Offered even years. T W O HOURS DeBRUYN SPRING SEMESTER 310. CREATIVE DANCE FOR CHILDREN — An introduction to creative dance for children. Teaching methods willfocus on grades K-6 .Prerequisite: Two credits in Dance Technique. T W O H O URS DeBRUYN FALL SEMESTER O D D YEARS

148

312. DANCE TECHNIQUE III— Advanced technique inthe areas of ballet, modern and jazz including an introduction to repertory. Prerequisite: Two of the following; Modern II,Ballet II, Jazz II. THREE H O U R S DeBRUYN, GRAYAM, TEPPER FALL SEMESTER O D D YEARS 315 & 325. TEACHING OF DANCE — Methods, principlesand techniques inteaching ofdance, climaxed by a mini-assignment In the public schools, K-12. Open to majors and minors only. Prerequisite: None. T W O H O URS DeBRUYN SPRING SEMESTER O D D YEARS 316.20th CENTURY DANCE HISTORY A N D CRITICISM — Perspectiveson dance inthe 20th century including itsrelationtosociety,the other arts,criticismand itsfuturedirections. Focus willbe on Ballet, Modern, Past-Modern and Social dance trends. Prerequisite: Dance History Survey or permission of the Instructor. THREE H OURS DeBRUYN FALL SEMESTER EVEN YEARS 320. HISTORY OF DANCE — A survey ofthe development ofhumankind through dance from primitive times to the twentieth century, with a special focus on ballet and dance inAmerica. THREE H O U R S DeBRUYN FALL SEMESTER EVEN YEARS 330. ACCOMPANIMENT FOR D A N C E — An Introductiontomusical accompaniment fordance including music theory, sound production techniques and experience inaccompanying dance classes. Prerequisite: Eurhythmies. ONE H O U R S GRAHAM SPRING SEMESTER EVEN YEARS 350. SACRED D A N C E — An introductiontodanceas a means ofChristianexpression. Historical and scriptural backgrounds willbe studied as well as contemporary dance inthe church. Pre requisite: Permission of Instructor. ONE HOUR DeBRUYN SPRING SEMESTER EVEN YEARS

360. DANCE THERAPY — An introductorycourse inDance Therapy exploring methods, con cepts and techniques as used by Therapists today. Prerequisite: None. THREE H O U R S GUEST SPRING SEMESTER O D D YEARS 370. LABAN M O V E M E N T ANALYSIS — The basic language ofEffort/Shapewillbe presented as the means to record and interpret movement quality. Students will explore and gain an understanding ofconcepts through observation and participation, thereby expanding theirin tellectualand kineticunderstanding ofmovement. Prerequisite: Majors and Minors by permis sion. T W O HOURS GUEST SPRING SEMESTER O D D YEARS 372. LABANOTATION — The elementary principlesofdance notation willbe taught through their immediate application to dance repertory. Fundamentals ofthe system willbe covered: stepping, arm and leg gestures, jumping, turning, circling, floor plans and repeat signs. Pre requisite: Laban Movement Analysis-Majors only and minors with permission. T W O HOURS GUEST M A Y TERM 410. DANCE TECHNIQUE IV— An advanced course intechnique. Prerequisite: Majors only. T W O HOURS GUEST M A Y TER M O D D YEARS 412. ADAGIO — An Introduction topartnering techniques including lifts,turns, and sustained adagio work. Prerequisite: By permission of instructor only. ONE HOUR GRAHAM, TEPPER SPRING SEMESTER EVEN YEARS 460. DANCE SCHOLARSHIP — An orientation forthose planning a career indance. Legal, financial, educational and performance aspects willbe covered with a focus on preparing and guiding the individualstudenttothe area inwhich he willbe most successful. Prerequisite: None. Seniors, Juniors, by permission of Instructor-Majors only. T W O HOURS GRAHAM MAY TE R M EVEN YEARS 480. DANCE PRODUCTION — An advanced composition class inwhich students explore all areas ofconcert production. Each student willchoreograph and produce a piece as a finalpro ject. Prerequisite: Dance Composition. THREE H O URS DeBRUYN, GRAHAM, TEPPER SPRING SEMESTER EVEN YEARS 490. INDEPENDENT STUDY — Advanced Choreography. Prerequisite: Dance Composition. THREE H O URS STAFF BO T H SEMESTERS 495. ADVANCED STUDIES IN D A N C E — Furtherstudy fortheadvanced student ina particular area of need or interest. Prerequisite: Advanced Dance Studies. ONE-THREE H O URS STAFF BOTH SEMESTERS

M R . M U I D E R M A N , C H A I R P E R S O N ; M S . B O Y D , M R . CLINE, M R . G E N T E N A A R , M S . H E N D R I X , M R . H E I S L E R , M R . J A P I N G A , M S . KLAY, M R . M A R T I N . M R . V A N D E R NAT. Assisting Faculty: M R . E B E L S , M R . N A T I O N , M R . S P O E L M A N , M R . S W A N E Y , M R . T Y S S E , M R . ZESSIN.

M A J O R S — T h e Department of Economics and Business Administration stresses both theoretical and applied concepts of economics and business. Economic theory and quantitative skills serve as the cornerstone for advanced work in economics and management. Students majoring in the department actively participate in field trips, internships with local business firms, and independent research projects. They meet frequently with visiting business executives and visiting distinguished economists. There is a great deal of emphasis placed on applying theory to practice. For e x a m ple, students in recent years have: 1. held m a n a g e m e n t internships with a land development corporation, a c o m mercial bank, a national retailing firm, a local insurance agency, a large realtor and a boat manufacturer. 2 . produced a market research study which is being used by a large-scale builder. 3. prepared an employee personnel handbook. 4. prepared cost-benefit studies for Holland Board of Public Works. 5. prepared econometric forecasts for local businesses. Courses in investments, real estate, business law and advanced accounting are taught by adjunct faculty members, w h o are full-time specialists in their respective fields. applications and simulations, role-playing, m a n a g e m e n t g a m e s and bus 150 Computer iness case studies enliven the classroom work. H o p e College is the only college in the state of Michigan, and one of thirty-three in the country, to have received a George F. Baker Foundation Grant. This grant pro vides special enrichment and growth opportunities to students w h o s h o w promise of being exceptional business leaders. T h e department offers the m i n i m u m number of accounting courses required for tak ing the Michigan C.P.A. examination. Students wishing to sitfor the C.P.A. examination should consult the accounting facul ty, as requirements vary from state to state. T h e typical series of courses would be: Accounting Principles I and II, Intermediate Accounting I and II, Tax Accounting, Auditing, Cost Accounting, Advanced Accounting, and Business Law. Approximately 3 0 % of the graduates in this department go on to graduate or profes sional schools in the fields of law, public administration, business administration, and economics. Those w h o choose to begin their careers upon graduation pursue employment opportunities in both the public and private sectors.

search project. Itisalso required that students take one semester of calculus and one course in statistics. Courses in accounting and computer science, and additional courses in calculus, are strongly recommended. B U S I N E S S A D M I N I S T R A T I O N M A J O R — A major in business administration con sists of 30 hours in the department. Included in those should be nine hours of eco nomics (Econ. 201,301 and 303), Principles of Accounting (Bus. A d m . 221 and 222) which should be taken in the sophomore year. Principles of M a n a g e m e n t (Bus. Adm. 351), Principles of Finance (Bus. Adm. 464), Principles of Marketing (Bus. Adm. 331) and six hours of department electives. In addition. Introductory Statistics (Math 210) is required. Students considering graduate work should take calculus. W o r k in computer science and advanced mathematics is strongly encouraged. M I N O R IN B U S I N E S S A D M I N I S T R A T I O N — T h e minor requirements for Business Administration consist of eighteen hours of course work. Courses required are; Prin ciples of Economics (Econ. 201), Principles of M a n a g e m e n t (Bus. A d m . 351), Marketing (Bus. Adm. 331), Finance (Bus. Adm. 464), Principles of Accounting (Bus. A d m . 221), and an additional three-hour course in Business Administration. M I N O R IN E C O N O M I C S — The minor requirements for Economics consist of twentyone hours of course work. Courses required are: Principles of Economics (Econ. 201), Macroeconomics (Econ. 301), Microeconomics (Econ. 303), and four additional threehour courses in Economics. C O U R S E S F O R N O N - M A J O R S — Students w h o are non-majors and have a desire to take a few courses that will enable them to understand the business process are encouraged to enroll in the following courses: Principles of Economics (Econ. 201), Survey of Accounting (Bus. Adm. 295), Principles of Marketing (Bus. A dm. 464). Note that other courses are open to non-majors. C O N C E N T R A T I O N IN A C C O U N T I N G — Students w h o wish to develop a concen tration in the area of professional accounting should contact a m e m b e r of the account ing staff early in their careers, since this program requires a special sequence of courses. . I N T E R N S H I P S — Internship programs which place students into professional rela tionships with managers in organizations (profit making firms as well as not-for-profit organizations) are available in major metropolitan centers in the U.S. as well as in the local western Michigan area. These internships are supervised and yield aca demic credit. I N T E R N S H I P S IN S O C I A L R E S P O N S I B I L I T Y — The objective of this program is to enable Business Administration and Economics students to explore and strengthen their knowledge about the ways they can apply their skills in organizations that are serving h u m a n needs. Generally, a student works in the business department of a medical, educational, agricultural, developmental or religious organization. The loca tions typically would be Africa, the Middle East or Asia. A D V I S I N G P R O C E D U R E S — U p o n approval by the department, the student will be assigned an advisor from the department. Together, they will work out a tentative pro g ram for the student to complete the major.

A — Course Offerings — Economics 201. PRINCIPLES OF ECONOMICS — A one semester introduction to economic principles and concepts designed to fulfillthe objectives ofthe college social science requirement and to prepare students foradvanced level work. The course deals with such topics as demand, production, costs, markets, resource allocation,thestudyofmoney, national income, and levels of employment and inflation. THREE H O U R S STAFF FALL A N D SPRING SEMESTERS

295. STUDIES IN ECONOMICS— A lectureor seminar classon a special topicofeconomics for majors and non-majors inthe discipline. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER 301. M ACROECONOMICS— This course examines the important concepts and theoriescon cerning levelsof income, employment, interest ratesand prices. Itenables the student to un derstand thecauses ofchanges inthese levels,and tounderstand theeffectivenessofgovern ment policies in affecting them. Prerequisite; Economics 201 THREE H O U R S GENTENAAR, VANDER NAT FALL A N D SPRING SEMESTERS 302. M O NETARY ECONOMICS — A study of the role of money, credit, and financial institu tions, and the impact ofthese areas on the general levelofoutput, income and employment. Prerequisite: Economics 301. THREE H OURS GENTENAAR FALL SEMESTER 303. MICROECONOMICS — Intermediate-level treatment of microeconomics concerned pri marilywith resourceallocationdecisions undervaried market conditions, theoryoffactorpricing, and topics inwelfare economics. Prerequisite: Economics 201. THREE H O U R S CLINE, HEISLER FALL A N D SPRING SEMESTERS 308. INTERNATIONAL ECONOMICS — This course presents a survey of the fieldsof inter national trade and investment with attention given to fundamental theory and present policy and practice. Prerequisite: Economics 201 and Economics 301. THREE H O U R S GENTENAAR, VANDER NAT FALL SEMESTER 401. HISTORY OF ECONOMIC T H O U G H T — An introductionto,and criticalsurveyof,the im portant people and ideas ineconomic theory. Attention isgiven tothe interaction ofeconomic ideas with the times inwhich they arose, and the evolution ofsignificanteconomic doctrines. Prerequisite: Economics 201, Economics 301, Economics 303, and completion offoreign lan guage requirement. For economics majors only except by permission of instructor. THREE H O U R S KLAY FALL SEMESTER 402. COMPARATIVE ECONOMIC SYSTEMS — Every economy has to accomplish certain basic tasks: determine what, where, how and how much isto be produced; allocate the ag gregate amount of goods and services produced, distribute itsmaterial benefits among the members ofsociety; and maintain economic relationswith theoutside world. The setofinstitu132 (ionsestablished inany societytoaccomplish these tasks isitseconomic system. A comparison of these institutionscomprises thiscourse. THREE H O U R S STAFF FALL SEMESTER 404. ECONOMIC G R O W T H A N D D E V ELOPMENT— A study ofthe factorsthat influence the growth and development ofmodern economies with particularemphasis on the "underdevelop ing nations.’'Attentionwillbe given totheoretical models and tothe interplayofsocial, political and cultural phenomena. Prerequisite: Economics 201, and either Economics 301 or 303, or consent of instructor. THREE H O U R S KLAY SPRING SEMESTER 405. MANAGERIAL ECONOMICS — The application ofmicroeconomic theory and quantitative methods to business decision-making problems. Topics covered inthecourse include demand estimation, empirical cost analysis, pricing policies, linearprogramming and optimization and decision-making in the presence of risk. Prerequisite: Economics 303. THREE H O U R S CLINE FALL SEMESTER 410. PUBLIC FINANCE — Study ofthe roleof government ina market economy. The theory and practiceoftaxation,expenditure analysisand government regulationare examined interms oftheirimpact on economic efficiencyand income redistribution. Topics include benefit-cost analysis, environmental pollution,tax reform, health-careeconomics, income transferprograms and intergovernmental grants. Prerequisite: Economics 303 or permission of instructor. THREE H O U R S CLINE SPRING SEMESTER 420. INDUSTRIAL ORGANIZATION— A theoreticaland empiricalstudyofhow theorganization ofmarkets affectsthe conduct and performance offirms inthose markets. Topics include the

determinants of market structure, the impact of market power on pricing, product differentia tion, technological change, and profit, and the nature and effect of government intervention in and regulation of markets. Several specific U.S. industries will be studied. Prerequisite: Economics 303. THREE H O U R S HEISLER SPRING SEMESTER 430. LABOR ECONOMICS — Study ofthe institutionaland economic forceswhich determine wages and employment in labor markets. Economic theory isused to analyze the impact of various policieson the distribution of income. Topics include the economic effectsof unions, minimum wage legislation,investment inhuman capital,discrimination inlabormarkets, poverty and transferprograms, and the disincentiveeffectsoftaxation. Prerequisite: Economics 303 or permission of the instructor.

THREE HOURS KLAY SPRING SEMESTER 460. ECONOMETRICS— An introduction tothe mathematical and statisticaltoolsused incon structing and estimating economic models. Focuses on applicationsof multivariate regression analysisintheareasofeconomic forecastingand hypotheses testing. Extensiveuse ofthecom puter. Prerequisite: Economics 303 and Mathematics 210, or equivalent.

THREE HOURS

CLINE, GENTENAAR

FALL SEMESTER

490. INDEPENDENT STUDIES IN ECONOMICS — Independent studies in advanced economics underthesupervisionofadesignated staffmember. Prerequisite:advanced standing inthe department and approval of the chairman. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER 495. ADVANCED STUDIES IN ECONOMICS — A lectureor seminar ina special topic inad vanced economics. Prerequisite: advanced standing in the department and approval of the chairman.

ONE, TWO orTHREE HOURS

STAFF

ANY SEMESTER

B — Business Administration 221,222. PRINCIPLES OF ACCOUNTING — A comprehensive introduction to financial ac counting methods and applications covering two semesters of study. Three hours of lecture and discussion. (2 semester sequence, 3 hours each: 221, fallonly; 222, spring only) SIX H O U R S . BOYD, HENDRIX, MARTIN, SPOELMAN 295. STUDIES IN BUSINESS — A lecture or seminar class in a special topic of business for majors and non-majors inbusiness.^Forexample, management ofhuman resources, accounting for managers and real estate have been offered under this topic number. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER 321,322. INTERMEDIATE ACCOUNTING — Continuation ofthe study offinancial account ingtheoryand practiceatthe intermediate level.Prerequisite: Business Administration221 and 222. (321, fallterm only; 322 spring term only) SIX H O U R S MARTIN, SPOELMAN 331. MARKETING PRINCIPLES — The application of contemporary theories of social psy chology, management and managerial economics tothe marketing ofproducts and ideas. Pre requisite: Economics 201. THREE H O U R S JAPINGA FALL A N D SPRING SEMESTERS 332. MARKETING COMMUNICATIONS — Theories and practices ofadvertising sales man agement, promotion and public relationsas they relatetotheoverall marketing program. Find ings incommunication theory: broad policyand strategy. Prerequisite: Business Administra tion 331. THREE H O U R S JAPINGA SPRING SEMESTER 341. BUSINESS L A W — Asurvey ofbusiness law,stressingcontractsand includingan introduc tiontosales, agency, negotiable instruments, and partnerships and corporations. Prerequisite: Economics 201. THREE H OURS SWANEY, ZESSIN FALL A N D SPRING SEMESTER

153

351. PRINCIPLES OF M A N A G E M E N T — Study of modern managerial principles and pro cesses as usuallyassociatedwith business but important also inthe conduct ofchurch, school and other organizations. Prerequisite; Economics 201, or consent of instructor. THREE H O U R S MUIDERMAN FALL A N D SPRING SEMESTERS 352. PERSONNEL ADMINISTRATION — Study ofthe personnel functionfrom thestandpoint ofprinciples,methods, and organizationwithemphetsison thebehavioralsciences. Prerequisite; Business Administration 351. THREE H O U R S STAFF FALL A N D SPRING SEMESTERS 356. QUANTITATIVE M A N A G E M E N T — Decision-making techniquesdeveloped inthe con textofan information-decision system. Examination ofquantitative methods used todevelop decision models applicabletosituationswhich lend themselves tonumerical analysis. Prereq uisite: Statistics (Math 210). THREE H O U R S STAFF FALL SEMESTER 358. M A N A G E M E N T IN THE BRITISH E C O N O M Y — This interdisciplinaryworkshop explores theculture, politics,and economy ofthe Britishalong with theirvalues and attitudes.Seminars with leaders of business, labor, and government are conducted in London and various loca tions in England. THREE H O U R S HEISLER M A Y TERM 421. COST ACCOUNTING — Continuation of the study of cost accounting theory and prac ticewith particularattention given tocost information systems, cost control, planning of prof itsand costs, and cost and profitanalysis. Prerequisite; Business Administration 222. THREE H O U R S HENDRIX, MARTIN SPRING SEMESTER 423. AUDITING — An introduction to basic auditing techniques, audit evidence, statistical sampling inauditing,auditingthrough and around thecomputer, and auditreportsand opinions. THREE H O U R S MARTIN FALL SEMESTER 425. FEDERAL TAX ACCOUNTING — An introduction tofederal tax accounting as itrelates toincome taxforindividuals, partnerships, and corporations, as wellas federalestate and gift taxes. Completion of Business Administration 322 isrecommended, but not required. THREE H O U R S MARTIN FALL SEMESTER 427. ADVANCED ACCOUNTING — Advanced studies inthe theory and practice ofaccount ing forbusiness organizationwith particularemphasis on corporate combinations, partnerships, governmental accounting, earnings per share computations, and foreignoperations. Prereq uisite: Business Administration 221,222, 321. Corequisite: Business Administration 322. THREE H O U R S STAFF 431. MARKETING STRATEGY— This course develops decision-making skillsinmarketing. Case studies describing actual marketing problems provide an opportunity forthe student to develop an appreciation forthe types of problems which exist inthe real world of marketing; and todevelop the skillsofanalysisand decision-making necessary forsuccess inmarketing and otherareas ofbusiness. Topics include marketing opportunity analysis, market segmen tation, product promotion, channels ofdistribution, pricingstrategies, and the analysisofcom plete marketing programs. Prerequisite: Business Administration 331. THREE H O U R S JAPINGA FALL SEMESTER 447. REAL ESTATE— Both residentialand commercial realestate policiesand practicesare studied inthiscourse. Students will learn the underlying concepts which determine present and future values of real properties. Some emphasis isalso given to the concept of planned communities and the political and legal implications of real estate development. THREE H O U R S TYSSE SPRING SEMESTER 452. M A N AGEMENT PROBLEMS— Advanced case-method studyofsignificantproblems aris ing inthe business administrationfield,integratingsubject matteroflower levelcourses. Special lectures and business simulation techniques are utilized as supplements to case work. THREE H O U R S MUIDERMAN FALL SEMESTER

461. INVESTMENT FUNDAMENTALS — Analysis and appraisal of investment alternatives as found inrealestate,bonds, and preferred and common stockwithemphasis on arrangements and programs meeting needs ofindividualinvestors. Prerequisite; Economics 201 and Business Administration 221 and 222. THREE H O U R S STAFF FALL SEMESTER 464. PRINCIPLES OF FINANCE— Analysisofprinciplesunderlying sound financialpolicyand procedure; financial planning and control; sources ofshort-term and long-term funds; manage ment ofassets; and problems ofvaluation, combination, dissolution, and liquidation Prereq uisite: Business Administration 2 2 1 ,2 2 2 . THREE H O U R S GENTE N A A R FALL A N D SPRING SEMESTER

490. INDEPENDENT STUDIES IN BUSINESS — Independent studies inadvanced business under the supervision ofa designated staff member. Prerequisite: advanced standing inthe department and approval of the chairman. ONE, T W O or THREE H O U R S STAFF A N Y SEMEST

495- ADVANCED STUDIES IN BUSINESS— A lectureorseminar ina specialtopic inadvanced business and accounting. For example, international business, auditing, tax accounting and other advanced courses are offered under this number. Prerequisite: advanced standing inthe department and approval of the chairman. ONE, T W O or THREE H O U R S STAFF A N Y SEMEST

499. M A N A G E M E N T INTERNSHIPS — This course isa practical experience forstudents. It enables them to make use oftheirclassroom knowledge inan organizational setting. Interns are supervised by organizational managers. Placements are made inthe Holland-Zeeland area. THREE H O U R S JAPINGA A N Y SEMEST

M R . PA U L , C H A I R M A N ; M R . B A K K E R , M R . D I R K S E , M R S . MILLER, M I S S M O O Y , M R S . N E U F E L D , M R . S C H A C K O W , MR. W O L T H U I S

H5 0

The Education Department seeks to prepare students to teach in the elementary and secondary schools of our nation. To fulfill the requirements for graduation and cer tification, each student planning on a professional teaching career must complete a major in an academic field, a minor and the professional education sequence. This sequence introduces the student to the theoretical foundations of creative and re sponsible teaching and, simultaneously, helps the prospective teacher acquire those teaching skills that m a k e for effective teaching. A n integrated field-theory approach to teacher preparation permeates the entire professional education sequence. Stu dents b e c o m e progressively more involved in field experiences and participate in in creasingly more complex teaching styles as they proceed through the program. This preparation model has been replicated with enthusiasm throughout the country. Currently, H o p e students planning to teach are participating in m a n y activities: s o m e are tutoring students in classroom situations s o m e are Big Brothers or Big Sisters in our Higher Horizons Program s o m e are assisting in Special Education classes s o m e are working with small groups of students in local schools those student teaching have a choice of inner-city schools in large metropol itan areas, schools in suburban settings, schools in Western Michigan, schools in rural settings, and American schools overseas. M a n y students go on to graduate schools and focus their attention in special areas of education such as: Reading, Curriculum Development, Administration, and Counseling Even in today’s “tight” job market, graduates from H o p e ’s Education Department have been very successful. Last year H o p e graduates seeking teaching positions were placed in schools in this country and abroad at a rate considerably above the national average. The Education Department actively recruits students w h o possess academic promise, interpersonal and pedagogical skills and who, at the s a m e time, aim for excellence in the teaching and educational vocations. Current research in dicates that there will be an increasing need for elementary and secondary teachers. In addition to classroom teaching, graduates from the Education Department are cur rently serving as: personnel directors in public and private educational systems superintendents of local school systems counselors at high schools curriculum development consultants for major industrial firms teachers in “open-classroom” schools resource room teachers in special education programs E L E M E N T A R Y A N D S E C O N D A R Y P R O G R A M S — Students planning to teach in the elementary and secondary schools must be formally admitted to the Teacher Education Program. Requests for admission should be m a d e during the sophomore year. Information concerning admission criteria and procedures is available in the Education Department Office. Teacher education graduates will qualify for a teaching certificate from the State of Michigan. Although teaching requirements vary a m o n g states, the Michigan cer-

Micate through reciprocal certification agreements is valid in m a n y other states. Students desiring to teach outside of Michigan should confer with the Education Department s Director of Certification for specific requirements. In fulfilling the requirements for a teaching certificate in the State of Michigan, the H o p e College student must do the following: * 1. Secure formal admission to the Teacher Education Program 2 . Complete the Professional Education Sequence which has been established: a. Elementary— Complete Education 220,280,305,310,315,330,470,500. b. Secondary — Complete Education 220,285,330,360,480 or 485,500 and a special methods course in the major or minor field. c. A “C ” or better grade is required in student teaching. 3. Complete the m i n i m u m requirements for the major and minor sequences. a. Elementary: Selected majors of 30 hours or a composite major of 36 hours and a substantive minor of 2 0 hours, a regular academic minor of 2 0 hours or a composite minor of 24 hours. b. Secondary: A major of 30 hours and a minor of 20 hours or a composite minor of 24 hours. Composite minors m a y be obtained in Natural Science and Social Science only. T h e 24 hours must be in no more than 3 disciplines with a 1 2 hour core in one discipline. 4- Satisfy^hegeneralrequirementsfortheA.B.,B.M.,ortheB.S.degreeatHope Studonts are urged to plan their programs carefully and should begin early in their coilege career. Itissuggested that students enroll in Education 220 during their soph omore year and reserve one semester of the senior year tor the professional semester program, during which they will take specified education courses as well as student teaching. Requests for student teaching should be m a d e in the junior year. N o stu dent will be allowed to student teach w h o has not been admitted to the Teacher Educa tion Program. Prior to student teaching every student must also pass the Missouri College Writing proficiency test. Arrangements for student teaching have been m a d e with the school systems in Western Michigan. T h e Michigan Certification C o d e re quires that a student have a 2 . 0 average before being assigned to student teaching; the college also requires that students have a 2.3 grade point average in their m a jor. All students seriously considering teaching in the elementary school should enroll in the special science program for elementary teachers. This program includes the following two courses: Bioiogy-Physics 245, Science for the Elementary Teacher; Chemistry-Geology 246, Science forthe Elementary Teacher. These courses willfulfill the science requirement for graduation. Students are also encouraged to enroll in the math program for elementary teachers. Math 205. Students have an opportuni ty to fulfilltheir student teaching experience in urban situations, in suburban areas in rural places, or in overseas assignments. S o m e students fulfill this requirement in Philadelphia in our Urban Semester program. Special Education: T h e Education Department offers two K-12 special education majors in the areas of the Emotionally Impaired and Learning Disabled. Students m a y follow either the elementary or secondary professional education sequence for these two majors. This isa competitive program. Students must meet application deadlines and receive favorable course and field evaluations to continue. K-12 Teaching Specialists: In the areas of Art, Music, and Physical Education, Hope College offers K-1 2 programs for Teaching Specialists. Students are asked to follow the secondary professional education sequence for such majors. State of Michigan requirements are subject to periodic change. Students must m e e t State of Michigan re quirements for teacher certification in effect at the time application is m a d e for certification.

The Education Department provides each student desiring certification a comprehen sive Handbookwhich outlines all program sequences and includes appropriate ap plication forms and pertinent teacher education program information. Students desiring additional program information should contact H o p e ’s Education Department Office. P L A C E M E N T — Special efforts are m a d e by the Placement Office to help teacher candidates secure teaching positions but the college does not guarantee to place students in positions. Credentials must be completed during the semester in which the student does student teaching. They are then placed on file in the Placement Office. A C C R E D I T A T I O N — H o p e College maintains membership in the American Associa tion of Colleges for Teacher Education. Itsteacher education programs are approved by the Michigan Department of Education and fullyaccredited by the National Council for Accreditation of Teacher Education. 220. EDUCATIONAL PSYC HOLOGY — The growth and development of childhood in all phases, butwith special stresson mental development. Careful study ofthe learning process with implications forteaching and guidance. FOUR H O U R S SCHACKOW BOTH SEMESTERS, S U M M E R 253. INTRODUCTION T O LEARNING DISABILITIES — An initial,introductoryview oflearn ing disabilitieswillbe presented.The student willdemonstrate knowledge ofterminology and the majoreducationalapproaches utilizedinworking with learningdisabledchildren.Thiscourse should be taken priorto taking 254, The Learning Disabled Child. THREE H O URS MOOY FALL SEMESTER

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254. THE LEARNING DISABLED CHILD — Focus willbe upon the relationshipofthe brain to learning, the manifestationsoflearningdisabilitiesinacademic performance ofchildren, and the behavioral concomitants found inlearningdisabled youngsters. Techniques forscreening youngsters torthe purpose ofinitialand earlyidentificationofpossible learning disabilitieswill be developed. Prerequisite; Education 253 or permission by the Chairman ofthe Department of Education. THREE H O U R S MOOY SPRING SEMESTER 265. SOCIOLOGY OF EDUCATION — Education from the institutionalperspective, as an agen cy ofsocialization, analysis ofvarious school and community relationshipsand discussion of the responsibilityof both forthe educational program ofthe community, and the relationship ingeneral between societyand education. Prerequisite; Education 220. Same as Sociology265. THREE H O URS LUIDENS SPRING SEMESTER 280. TEACHING OF READING — A study ofthe approaches used inthe teaching of reading on an individual, small group and classroom basis. Included willbe a studyofthe principlesin volved inestablishing a developmental reading program, the equipment and materialsavailable foruse inthe classroom, and the tools used to make instructionaldecisions based on student needs. Recommend taking concurrently with Education 305 and Education 315. THREE H O URS NEUFELD BOTH SEMESTERS, M A Y TERM 285. TEACHING READING IN CONTENT AREAS — This course is designed to examine elements ofsecondary reading instructionwith thefocus on reading inthe content areas. Itin cludes an examination ofreading approaches and materials, an analysisofproblems students encounter inreading incontent areas, and an opportunitytoparticipate indemonstrations and activitiesto meet the wide range of reading levels found inthe secondary classroom. THREE H O U R S NEUFELD BOTH SEMESTERS 295. STUDIES IN EDUCATION — This course isdesigned toallowstudentsattheSophomore and Juniorlevelto become involved instudies inspecial interestareas. Prerequisite: Permis sion by chairman of department. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER

300. ELEMENTARY MUSIC M E T H O D S — A practical presentation of how to teach music to school children, using simple instruments, functional piano playing, demonstration of methods and materials. Designed forthe classroom teacher. Juniors and Seniors. Class piano or note reading abilitystrongly recommended prerequisite. THREE H O U R S HOLLEMAN BO T H SEMESTERS 301. DEVELOPING VISUAL A W A R E N E S S — Designed for the art major, this course in vestigates the many facetsofcreativedevelopment from childhood toadulthood. Materialsand techniques suitable forteaching and supervising artas a major subject are emphasized and methods ofguiding and motivating creativeexpression K-12 are observed, discussed and prac ticed. Not open to students who have taken Art 340. No prerequisites. THREE H O U R S STAFF EITHER SEMESTER 305. L A NGUAGE ARTS FOR THE ELEMENTARY TEACHER - A study of the many com ponents of an integrated, comprehensive language arts program In the elementary school (among them vocabulary, grammar, usage, spelling, sentences, creative writing, handwriting). Emphasis ison thecontentofeach area, relatedresearch, and appropriatemethodology. Strong lyrecommended forallstudents who have been approved forthe teacher education program by the Education Department. (Required ofallstudentsseeking elementarycertification,begin ning with the Freshman class of 1985-86). This class Isoffered during the same time slot but on differentdays as the required reading courses. Whenever possiblestudentsshould register forEd 280 and 315 (Reading) and Ed 305 (Language Arts)during the same semester because each course isa compliment to each other and because itallows for better field experience opportunities. T W O HOURS MILLER BOT H SEMESTERS 310. ELEMENTARY CURRICULUM A N D M E T H O D S — An examination ofthe modern elementaiyschool curriculum — itsphilosophy, structure, organization, and methods. Includes general principles and practices that are applicable to allareas of the curriculum, as well as specific principles and practices for the teaching of Language Arts, Social Studies, Arithmetic, and Science, and the RecreativeArts.The basicsofAudio-Visual operation and production are also included. Students spend approximately 25 hours ofthe semester Inelementary classrooms, teaching self-prepared units inthese fivesubject areas. Recommended forthejunioryear. Pre requisite; Education 220, or permission of instructor. EIGHT H O U R S PAUL BOT H SEMESTERS 159 315. DIAGNOSIS A N D TREATMENT OF READING PROB L E M S — This course isdesigned inrecognizing, diagnosing, and treating reading problems. Given the resultsofa diagnosis of a reading problem, the student willprescribe and enact a system oftreatment and compensa tion. Prerequisite: Recommend taking concurrnetly with Education 280 and Education 305. THREE H O U R S NEUFELD BOT H SEMESTERS, JUNE TERM 321. TEACHING OF SOCIAL STUDIES IN THE S E C O N D A R Y S C H O O L — Methods and ma terials used inteaching the social studies at the juniorand senior high school levels. Studies of procedures, teaching aids, trends, preparation of resource teaching units, evaluation, etc. Alternate years 1985-86. T W O HOURS BAKKER FALL SEMESTER 323. TEACHING OF MATHEMATICS IN THE S E C O NDARY S C H O O L — Methods ofteaching mathematics with emphasis on new approaches, curriculum changes, trends in modern mathematics, and history of mathematics. Same as Math 323. T W O H OURS STAFF FALL SEMESTER 330. THE EXCEPTIONAL CHILD— A psychological study ofthe child who deviates marked lyfrom the norm ofhisgroup, mentally, physically,orsocially, so as tocreate a special problem inregard to hiseducation, development, or behavior. Special attention isdirected toward the following groups of exceptional children; mentally Impaired, gifted, emotionally impaired, visually-, physically-, and speech-impaired, deaf, hard-of-hearing, and learningdisabled. Pre requisite: Psychology 100, or Education 220. Same as Psychology 330. THREE H O U R S MOOY BOTH SEMESTERS

331. TEACHING OF SCIENCE IN THE SECONDARY S C H O O L — Methods ofteachingscience atthe secondary school level. Emphasis isplaced on materialsand techniques fortheteaching of Biology, Chemistry, Geology, and Physics. Alternate years 1986-87. T W O HOURS STAFF FALL SEMESTER 335. CREATIVE D R A M A TECHNIQUES— Emphasis ison techniques such as improvisation, playmaking, storydramatization, role-playing,creative movement, and creativespeech tobe used by prospective elementary and secondary teachers and recreation or drama leaders. Course includes observation sessions, studio participation, evaluated practicum experience, a surveyofliteratureinthefield,and dramaticeducationseminars. Recommended foreducation, theatre, and physical education majors especially. No prerequisites intheatre or education. May be taken as a special methods course in education. T W O HOURS STAFF 340. ART EDUCATION FOR ELEMENTARY EDUCATION STUDENTS— A Studyofthechild’s creative and mental growth through art education. Acquaints the student with the means by which the child’s development might be stimulated and achieved. The student participatesboth increativestudiowork and indiscussions ofthe basic principlesand techniques ofarteduca tion. Prerequisite: Art 101, or permission. T W O HOURS STAFF 345. TEACHING PHYSICAL EDUCATION A N D RECREATION IN THE ELEMENTARY SC H O O L — Acquaints the student with the games, rhythms, story-plays, and other physical activitiessuitableforeach ofthe elementary grades. Attention Isgiven toobjectivesand methods oforganization. Each student Isrequired to do practice teaching inthese activitiesas part of the class work. Elective for prospective elementary teachers. THREE H O U R S VANWIEREN FALL SEMESTER 343,344,347,348. Special methods courses forthe secondary and K-12 physical education major. See the Physical Education and Recreation sectionofthiscatalogforcourse descriptions.

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355. AUDIO-VISUAL COMMUNICATIONS — Problems of production and usage are con sidered together with the communication impact of media presentations. This isbasically a media production class inwhich the studentswillmake such thingsas transparencies, filmstrips, laminations, demonstration boards, slides, etc. THREE H O U R S PAUL M A Y TERM 360. SECONDARY PRINCIPLES A N D M E T H O D S — A study of secoridary schools, their origins, purposes, curriculum, principles, and general methods and materialsofteaching. The course isdesigned, along withspecial methods courses inseveral academic areas, to prepare students forteaching injunior or senior high schools. FOUR H O U R S BAKKER BOTH SEMESTERS 370. SECONDARY INSTRUMENTAL M E T H O D S A N D ADMINISTRATION — Problems peculiar to the teaching of instrumental music in both class and private instruction. Sections willbe devoted tothe selection of textand music, the selection, care, and repairoforchestral instruments, and the marching band. The requirements forthe firsttwo years as a music ma jorare advisable as a prerequisite. Alternate years, 1985-86. THREE H O U R S STAFF FALL SEMESTER 372. TESTS AND MEASUREMENTS — An introductiontothe purposes, the construction, and the interpretation of tests of psychological and educational differences and uniformities. THREE H O U R S WOLTHUIS FALL SEMESTER 373. DIAGNOSTIC AND PRESCRIPTIVE SYSTEMS IN SPECIAL EDUCATION — Knowledge and practical use ofvarious diagnostic-evaluative instruments willbe emphasized. Students willdemonstrate competency in administering various diagnostic toolsand following analysis willwrite appropriate prescriptive programs. FOUR H O U R S STAFF SPRING SEMESTER

375. SECONDARY METH O D S A N D MATERIALS— The study and observation ofsecondary level teaching techniques inthe vocal general music class with examination of materials and emphasis upon administrative responsibilities. Alternate years, 1986-87. T W O HOURS HOLLEMAN SPRING SEMESTER 376. SECONDARY CHORAL M E T H O D S — The study and observation ofsecondary teaching techniques, with examination ofmaterials. Open tojuniorand senior music majors only,others by permission of instructor. Offered alternate years, 1986-87. T W O HOURS STAFF FALL SEMESTER 378. TEACHING ENGLISH AS A S E C O N D O R FOREIGN L A N G U A G E — A survey of pro cedures and materials forteaching English as a second orforeign language. Emphasis willbe > placed on developing basic aural-oral abilities, reading and writing skills. Recommended for ' majors in English, Communication or Language Arts who plan to teach in inner cityschools. Prerequisite: Any one ofthe following: Education 220, Education 310, Education 360, English 355, Linguistics 364, or Psychology 220. T W O HOURS POWELL SPRING SEMESTER 380. TEACHING OF ENGLISH IN THE SECONDARY S C H O O L S — A study ofand experience inapplying methods ofteaching grammar, discussion, literature,and composition inthe sec ondary schools. Same as English 380. ; THREE H O U R S VANDER A R K FALL SEMESTER

381. TEACHING RELIGION IN SECONDARY SCHOOLS — Methods ofteaching the academic study of religionatthe secondary level. Emphasis isplaced on legality,curriculum, methods, and materials of instruction. '' ____ T W O HOURS BULTMAN A N Y SEMESTER

384. TEACHING OF FOREIGN LA N G UAGES — Methods ofteaching French, Spanish, Ger man, and Latin atthe elementary school, high school, orcollege levels, required ofthose planninq to teach these languages inthe secondary school. Alternate years 1986-87. T W O HOURS STAFF FALLSEMESTER

388. THE TEACHING OF SPEECH/COMMUNICATION — Procedures, materials, and methods forconducting the varied activitiesrequired ofa speech teacher such as conducting classes, directingdramatics and forensics, evaluation oftexts,assignments, and types ofexamination. Offered alternate years, 1986-87. Prerequisite: A major or minor in Communication. T W O H O URS STAFF FALLSEMESTER 392. CURRICULUM A N D M E T H O D S IN SPECIAL EDUCATION FOR P.E. M A J O R S — This course isdesigned for P.E. Majors seeking the approval ofteachers of physical education for the handicapped. Focus of the course ison assessment and prescriptive techniques forthe handicapped. Community and staffresources with the special education environment willbe utilized. T W O HOURS STAFF TO BE A R R A N G E D 393. CURRICULUM A N D M E T H O D S IN SPECIAL EDUCATION — Curricular methods and materialsappropriate forinstructionof learningdisabled and emotionally impaired childrenwill be studied. Emphasis willbe placed upon a systematic structuring ofthe competency-based curriculum objectives to meet the needs, present status of and evolving improvement of the child. Itis recommended that students take Educ. 310 priorto enrolling in 393. FOU R H O U R S WOLTHUIS BO T H SEMESTERS, S U M M E R 394. SECONDARY SPECIAL EDUCATION DEVELOPMENTAL L A B — A practicallook atthe characteristicsofthe Secondary Special Education Student. Organizational procedures and the use of methods and materials appropriate to the secondary student willbe explored. ONE HOUR MOOY BOT H SEMESTERS, S U M M E R 395. M A R C H TO HOPE — A week long multicultural backpacking/survival experience. Each participant ispaired with a disadvantaged area youth. A challenging environment aids inthe

development of meaningful individual and group relationships. Includes course requirements priorto and afterthe March. T W O HOURS SCHACKOW SUMMER 443. STUDENT TEACHING OF EMOTIONALLY IMPAIRED — Student teaching, supervised by the Education Department, Isdone In cooperation with school systems inWestern Michi gan. To provide a field-based learning experience and a vehicle forapplication of previously acquired knowledge, thestudentwillbe placed ina classroom foremotionally impaired children. A Tuesday evening studentteaching seminar isrequired. Students must apply forthisstudent teaching assignment by January 20 of theirJunior year. SIX H O U R S WOLTHUIS BOTH SEMESTERS

444. INTERNSHIP IN LEARNING DISABILITIES - This field-based learning experience, , supervised by the Education Department, isdone incooperation witharea school systems. The student willbe placed ina learning disabilitiesclassroom forthe purpose of making applica tionofpreviouslyacquired knowledge. A Tuesday evening studentteaching seminar isrequired. Students must apply forthis internship by January 20 of theirJunior year. SIX H O U R S MOOY BOT H SEMESTERS 470. STUDENT TEACHING IN THE ELEMENTARY SCHOOL* — Student Teaching, super vised by the Education Department, isdone in cooperation with several school systems In Western Michigan. ATuesday evening student teaching seminar Isrequired. Students must applyforstudent teaching by January 20 oftheirJunioryear. OpportunitiesforMay, June & Sum mer Sessions are very, very limitedand a candidate forany ofthese sections should check in advance with the Director of Student Teaching. TEN H O U R S PAUL, MILLER, SCHACKOW, NEUFELD BOTH SEMESTERS, S U M M E R 480. STUDENT TEACHING IN THE SECONDARY SCHOOL *— Student Teaching, supervised by the Education Department, isdone Incooperation withschool systems inWestern Michigan. A Tuesday evening student teaching seminar is required. Students must apply for student teaching by January 20 oftheirjunioryear. Opportunities for May, June & Summer Sessions are very, very limited and a candidate forany ofthese sections should check Inadvance with the Director of Student Teaching. TEN H O URS BAKKER BOTH SEMESTERS, S U M M E R 485. STUDENT TEACHING IN ELEMENTARY A N D S E C O N D A R Y SCHOOLS* - Student teachirig,supervised by the Education Department, Isdone incooperation with several school systems inWestern Michigan. Experience isprovided at both the elementary and secondary levelenabling students majoring inart,music, and physicaleducationtoobtain K-12 certification. A Tuesday evening student teaching seminar is required. Students must apply for student teaching by January 20 oftheirJunioryear. OpportunitiesforMay, June, & Summer Sessions are very, very limited and a candidate forany of these sections should check inadvance with the Director of Student Teaching. TEN H O U R S BAKKER BOT H SEMESTERS, S U M M E R 488. RURAL EDUCATION — A study of rural community attitudesand characteristicswhich, affect the local school with actual teaching In rural Northern Michigan. THREE H O U R S SCHACKOW M A Y TERM 490. INDEPENDENT STUDIES IN EDUCATION — For prospective teachers who wish todo advanced study ina special Interestfield.Approval forstudy must be given by the department chairman priorto registration. ONE, T W O or THREE H O U R S WOLTHUIS A N Y SEMESTER 493. SEMINAR AND READINGS— Thisseminar provides an opportunityfortheSpecial Educa tion major to Integrate the various components of his experience. There will be reading and

discussion ofpertinent research literature, interactionwith recognized leaders Inthe field,and observation of programs in learning disabilities. ONE HOUR WOLTHUIS BOT H SEMESTERS, S U M M E R 495. SEMINAR IN EDUCATION— A course designed toallowa professortoinstructupperclass students inan area ofhisspecial interestor research. Students willengage inextensive reading and/or research on a specific topic or problem. Prerequisite: Consent of instructor. ONE, T W O or THREE H O U R S STAFF A N Y SEMESTER 500. PERSPECTIVES IN EDUCATION— A studyoftheorganizational and operationalaspects ofAmerican education. Current educational practices, issuesand problems willbe examined in historical,sociological, and philosophical perspectives. Prerequisite: Senior status, or by con sent of chairman of the Education Department. THREE H OURS SCHACKOW BOTH SEMESTERS, S U M M E R

M R . ' S C H A K E L , C H A I R M A N : M R . C O X ' , M R . FIKE, M S . H A R R I N G T O N , M R . H E M E N W A Y * *, M R . H U T TAR, M R . J E L L E M A , M S . J E L L E M A , M S . L O O T E N S , M S . M E Z E S K E , M R . R E Y N O L D S , M R . RIDL, M R . S M I T H , M S . T A Y L O R , M S . V E R D U I N . Assisting Faculty: M R . B O O N S T R A , M S . F A R R A R , M S . M A R TINEAU, MR. M O R E A U .

The program of the Department of English is designed to meet the needs of the stu dent w h o wishes to pursue the study of English language and literature in depth or the student w h o wishes to develop special skills in the art of writing, either for their intrinsic worth or in preparation for a specific career. The major programs reflect these different objectives. The department is, first, a department of literature. Literature presents to readers perenniai h u m a n situations and issues— problems of identity, purpose, relationship, and meaning. Itenables one imaginatively to enter and share the experiences of other persons: to feel what w a s felt by people in earlier eras, distant iands, entirely other patterns of life and to juxtapose those feelings with their own. Itis aiso a department of language: of the study of the English language and of lan guage as used in writing. Understanding the history and nature of language is basic to effective verbal communication and to good verbal artistry. T h e courses in ex pository and creative writing begin with and build on a knowledge of language and lead to increased skill in using language effectively. While the curriculum provides those w h o wish to teach or attend graduate school the specialized courses they need, italso seeks to meet the needs of students pursuing the broad aims of a liberal education. By helping develop students’abilities to read, to think, and to express themselves logically and coherently, the curriculum at the s a m e time helps to prepare them for careers in fields like government service, law, 164 business, librarianship, and the ministry that emphasize such skills. Students required to take a course in composition register for English 113; those needing a course or courses in literature as part of the general degree requirements register for English 231 and/or English 232. English 113 or the equivalent is prereq uisite to all other writing courses. M A J O R S : The basic major is supplemented by elective courses within and outside the department to fitthe individual student’s interests and needs. S e e “Guideiines” below, and inquire at English office for career information. The basic major is a m i n i m u m of 33 credit hours of English courses numbered 200 or above. Intermediate level proficiency in a foreign language is valuable for all English majors and is essential for those proceeding to graduate study in the fieid. Classical Mythology (Classics 250) and courses in American and English history are strongly recommended to all English majors and minors as cognate courses. The m a jor must include the following: 1 . World Literature I(231) 2. T h e Nature of Poetry (245) , 3. T h e Nature of Fiction (246) or T h e Nature of D r a m a (247) 4. American Literature, Bradford to Cooper (306) or American Literature, Hawthorne to J a m e s (307) * O n leave 1985-86 academic year. ‘ * O n leave fall semester, 1985-86.

British Literature, BeowulftoSpenser (315) or British Literature, D o n n e to Milton (316) British Literature, Dryden to Austen (317) or British Literature, Blake to Keats (318) or British Literature, Carlyle to Hardy (319) O n e additional course from 4 or 5 or 6 Modern British and American Poetry (321) or Modern British and American Fiction (322) or Modern British and American D r a m a (323) A course focusing on a major author (364 or a 395 or 495 course designated by the department as meeting this requirement) 10. A course on the English language (355 or 356) 1 1 . Five additional credit hours in English above 200 Guidelines for the English Major with Special Professional Goals

Certain courses are particularly r e c o m m e n d e d as part of the preparation for specific goals. Variation from these guidelines should be discussed with the major advisor. A. Elementary Teaching: 1.231; 2.245; 3.246or247;4.306 or 307; 5.2courses from 315,316,317,318,319; 6 .1 coursefrom 321,322,323; 7.325; 8.356; 9.364; 10.5 additional credit hours in English above 200; an additional course in writing isstrongly recommended. Students are strongly urged to have two semesters experience working on the anchor, Opus, or Milestone. B. Secondary Teaching: 1.231; 2.213; 3.245,246, and 247 (Theatre 101 m a y be substituted for English 247); 4.306 or 307; 5.315 or 316; 6.317 or 318 or 319; 7.321 or 322 or 323; 8.356; 9.364; 1 0. Four additional credit hours in English above 200. Students are strongly urged to have two semesters ex perience working on the anchor. Opus, orMilestone. C. Graduate Study in English: Students should take the basic major, including Shakespeare (English 364), Bibliography and Methods of Research (English 382), and at least one advanced studies course (490 or 495). Students should elect additional upper-level courses so that their majors will approximate 42-45 hours. D. Writing and Editing: O n e or more advanced writing courses; literature elec tives. ^his major should approximate 39 hours). Cognate courses in C o m 165 munication are recommended. For other kinds of professional preparation (e.g. business and industry, prelaw, pre seminary, foreign service, librarianship) the specific recommendations in English are less prescriptive and the students should, with their advisors’help, tailor a program to their o w n needs. Internship programs are available for English majors having specific career interests such as writing, librarianship, and business. The student m a y devote part-tirne or full time for a semester to such programs, either in Holland or off-campus. For informa tion, inquire at the departmental office. For students planning to apply for a secondary teaching certificate with an English minor, the department offers an advising program to guide them in course selection. At the time of entering a major they should also apply for an English minor on forms available at both the English and education offices. Proposals are invited from interested students or groups of students for 295,395, and 495 topics. M I N O R S IN ENGLISH:

A. The teaching minor consists of 24-26 hours, including 113 and 231 (both core requirements). In addition, a student should take: 1.245; 2.246 or 247; 3.356; 4.307; 5.317 or 318 or 319; 6.213 or 254 or 255 or 256; 7. an elective. Methods

of Teaching English (English 380) is required ifEnglish is the field chosen for student teaching and (ifstudent teaching is in another field) English 380— or 381— is suggested as an elective. Pick up application form in English Department. For further details, consult the advisor for English minors. Professor Taylor. B. T h e general English minor (21 -22 hours) consists of: 1.231; 2.245; 3.246 or 247; 4.213 or 254 or 255 or 256; 5.12 hours of literature courses numbered 295 and above. World Literature II (232) can be substituted for 3 of the 12 hours 295 and above. Pick up application form in English Department. For further details consult the advisor for English minors. Professor Taylor. C. T h e writing minor consists of 18 hours of writing courses, normally those in the English Department numbered 200 or above; significant writing projects for courses in other departments m a y be included by special permission. Because of the importance of directed experience in writing, students pur suing this minor are strongly encouraged to write for c a m p u s publications and/or work on the staff of the Academic Support Center. Students should be aware that the writing minor is not approved for teacher certification by the state. Pick up application form in the English Department. For further details consult the advisor for English minors. Professor Taylor.

Academic Support Center (Chapel Basement) A full description of this no-fee service is given on page 49. ENGLISH 010. ACADEMIC SUPPORT CENTER — Individual assistance isoffered daily at scheduled times to help students improve writingskills,study skills,and reading rateand com prehension. Students may seek these services voluntarily, be referred tothe Center by one of theirteachers, or even be required fora particularcourse to do work inthe Center: Inthe last instance, students register formally for English 010. NON-CREDIT

166 Writing 101. ENGLISH AS A FOREIGN LANGUAGE (EFL)— A specialcourse forforeign studentswho need improvement in English language proficiency. Emphasis isplaced on improvement in speaking, comprehension, reading, and writing. Normally required offoreign students before taking the English 113 requirement or a fullacademic load. Credit hours to be determined by foreign students’advisor on basis oftestscores; hours count as electivecredit;pass/failgrade. Classroom work plus laboratorywork (language laboratoryand/orAcademic Support Center), as individual needs dictate. THREE T O FOUR H O URS BOTH SEMESTERS

•113. EXPOSITORY WRITING I— The course encourages students to explore ideas through reading, discussion, and writing.The emphasis ison development ofwritingabilities.The area ofexplorationvarieswith individualinstructors.Consultdepartment forcurrentlist.Typicaltopics include Detective Fiction,Crime and Punishment, Monsters, QualityofLife,O Pioneers!, The Liberated Mind, Sports, Language and Literature, What Our Words Reveal, C.S. Lewis, and The Outsiders. Not counted toward an English major. FOUR H O U R S BOT H SEME

213. EXPOSITORY WRITING II— A course designed to further the student’s abilityto write effective expository prose. For students in any discipline. Prerequisite: English 113. T W O HOURS BOT H SEME

214. BUSINESS WRITING — A course designed tofurtherthe student’s abilitytowritethetypes of expository prose appropriate to business and industry. T W O H O URS BO T H SEME

215. LEGAL WRITING — A course designed tofurtherthe student’s abilityto.writethe types of expository prose appropriate to law school and the legal profession. T W O HOURS SPRING SEMESTER 254. CREATIVE WRITING: STORIES — For students who wish to practice writing stories. THREE H OURS BOTH SEMESTERS 255. CREATIVE WRITING: P O E M S — For students who wish to practice writing poems. THREE H O U R S BOT H SEMESTERS 256. CREATIVE WRITING: PLAYS — Practice inthe artofwriting forthe stage through work on selected special problems ofthe playwright. Whenever possible provisionwillbe made for reading performances ofwork-in-progress; and incases ofexceptional meritarrangements may be made forpublic performance ofa finishedscript.Course offeredjointlywith the Department of Theatre. Offered alternate years, 1985-86. THREE H O U R S FALL SEMESTER 313. EXPOSITORY WRITING III — A course in particular forms of expository writing. An nounced topics will reflect the interest of students and instructors. To be offered Fall, 1985: Writing True Things; Spring, 1986: Writing Satire. Prerequisite: English 213, 214, or 215, or demonstrated writing ability.Not limited to English majors or minors. Offered occasionally as staffing permits. T W O H OURS 359. INTERNSHIP IN ENGLISH — IDS 349, Internship inEnglish, may be awarded up to8 hours of English credit at the discretion of the department. This course may be taken as part of the Chicago, Philadelphia, orWashingtdn Semester Program, or by individualarrangement through the department with a local host company or agency. 389. GLCA ARTS P R O G R A M — The Great Lakes CollegesAssociation ArtsProgram, presently based inNew YorkCity,involvesthe student ina fullsemester studyand involvement inthearts. At the discretionofthe department, a portion ofthe creditsearned inthissemester may be ap pliedtoward thestudent’s major requirements. Otherwise, thecreditswillbe understood tocon stitute elective hours within the department. SIXTEEN H O U R S (MAXIMUM) EITHER SEMESTER 454. ADVANCED CREATIVE WRITING — A seminar forthose who wish tocontinue writing. Each studentwillworkon a major project. Prerequisite: English 254 or255 or256. Stories: 1986, 1988; Poems: 1987,1989. THREE H O URS SPRING SEMESTER 493. INDIVIDUAL WRITING PROJECT — An independent student-designed writing project culminating in a significantand complete piece of expository writing. T W O or THREE H O U R S BOTH SEMESTERS

Literature 231. W O R L D LITERATURE I— Masterpieces ofWestern literaturethrough the Renaissance. Meets part of the Cultural Heritage requirement. THREE H O U R S BO T H SEMESTERS 232. W O R L D LITERATURE II— Masterpieces ofWestern literaturesince the Renaissance. Meets part of Cultural Heritage requirement. 231 is not a prerequisite. THREE H O U R S BOTH SEMESTERS 245. THE NATURE OF POETRY — Reading, enjoying, analyzing, discussing, and writingabout poetry.A basiccourse inthe English majorand minor; recommended alsoforthose notspecializ ing in English. T W O HOURS BOTH SEMESTERS 246. THE NATURE OF FICTION — Reading, enjoying, analyzing, discussing, and writingabout the short storyand short novel. A basic course inthe English major and minor; recommended also forthose not specializing in English. T W O HOURS BO T H SEMESTERS

247. THE NATURE OF D R A M A — Reading, enjoying, analyzing, discussing, and writingabout drama as literature.A basiccourse inthe English major and minor; recommended alsoforthose not specializing in English. T W O HOURS BOTH SEMESTERS 295. SPECIAL TOPICS — A topic in literatureor language not covered inthe regular course listingsand intended particularlyforthe general liberalarts student. May be repeated forad ditionalcredit ina differentfieldofstudy. Recent offerings include The Legend ofArthur, The Russian Novel, American Women Authors, The Dutch inAmerican Literature, and Detective Fiction. , THREE HOURS

306. AMERICAN LITERATURE, BRADFORD TO COOPER — Puritanism, eighteenth-century literature,and the riseoffiction, 1620-1830, with attentiontoBradford, Taylor, Edwards, Franklin, Irving, and Cooper; selections from Hawthorne or Emerson included as a retrospective look at the American past. (Will not be offered Fall, 1986.) THREE H O U R S FALLSEME

307. AMERICAN LITERATURE, H A W T H O R N E T O JAMES — Romanticism, Realism, and Naturalism, 1830-1900, with attention to Hawthorne, Poe, Emerson, Thoreau, Melville, Whit man, Dickinson, Twain, James, and Crane. THREE H O U R S SPRING SEME

315. BRITISH LITERATURE, B E O W U L F T O SPENSER— The Old and Middle English periods and the earlier Renaissance, with emphasis on Chaucer and Spenser. THREE H OURS FALLSEME

316. BRITISH LITERATURE, DONNETOMILTON — Representative prose, poetry, and drama ofthe seventeenth-centurythrough the Restoration (1600^1660), with emphasis on Donne, Jonson, Herbert, and Milton. THREE H O U R S SPRINGSEME

'68

317. BRITISH LITERATURE, DRYDENTO AUSTEN — The “neoclassical ”period, 1660-1798, with emphasis on Restoration comedy, the riseofthe novel, and satiresofDryden, Swift, Pope, and Johnson. THREE H O U R S FALLSEME

318. BRITISH LITERATURE, BLAKE TO KEATS — Poetry, prose, and fiction ofthe Roman ticperiod, 1783-1832, with emphasis on the poetry of Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats. Offered alternate years, 1986. THREE H OURS SPRING SEME

319. BRITISH LITERATURE, CARLYLE TO H A RDY — Poetry, prose, and fictionof the Vic torian period, 1832-1901, inthe lightofthe social and intellectual background ofthe age: em phasis on Dickens, Tennyson, Browning, Arnold, Hopkins, and Hardy. Offered alternateyears, 1987. THREE H OURS SPRING SEME 321. MODERN BRITISH AND AMERICAN POETRY, YEATS TO THE PRESENT— Major poets oftwentieth-century England, Wales, Ireland, and America. Offered alternately with 322 and 323: Fall, 1985; Fall, 1987. THREE H O URS 322. M O D E R N BRITISH A N D AMERICAN FICTION, C O N R A D TO THE PRESENT — Repre sentative novelists and short story writers of twentieth-century Britain and America: Joyce, Lawrence, Carey, Orwell, Golding, Greene, Anderson, Hemingway, Faulkner, Salinger, O ’Con nor, Porter, Updike. Offered alternately with 321 and 323: Fall, 1986; Spring, 1988. THREE HOURS 323. M O D E R N BRITISH A N D AMERICAN DRAMA, S H A W T O THE PRESENT - Represen tative English, Irish, and American dramatists of the twentieth century; emphasis on Shaw,

O ’Neill,Williams, Miller, Beckett, Albee, Pinter, and Stoppard. Offered alternatelywith 321 and 322: Spring, 1986; Spring, 1987; Fall, 1988. THREE HOURS 325. LITERATURE FOR CHILDREN A N D ADOLESCENTS — Traditional and modern authors and illustratorsofchildren’s literatureand adolescent literature. Required ofmajors planning on elementary teaching. THREE H O URS BOTH SEMESTERS 331. BLACK LITERATURE — Prose, poetry, and drama of black American authors, such as Wright, Brooks, Ellison, Washington, Toomer, Baldwin, Baraka, and Shange. Recommended also forstudents not specializing in literature. Offered alternate years, 1986. THREE H O U R S SPRING SEMESTER 334. THE M O D E R N EUROPEAN N O V E L — The nineteenth- and twentieth-centuryinfluences on the novel from Balzac to Camus. Ordinarily offered only in the Vienna Summer School program. THREE H O URS SUMMER 339. THE NOVEL TRADITION T 0 1900 — British,American, or European novel, or a combi nation ofthe three, tobe determined by the instructor. Offered occasionally: Spring, 1986 (The Nineteenth-Century English Novel); Fall, 1987. THREE HOURS 364. SHAKESPEARE'S PLAYS — Selected plays in chronological order to show the evolu tion of Shakespeare as a dramatist. THREE H O URS BO T H SEMESTERS 395. STUDIES IN LITERATURE— An authororauthors, genre, orspecialtopic,usuallyinBritish orAmerican literature. May be repeated foradditionalcreditina differentfieldofstudy. Recent offeringsinclude Four Southern Authors, IrishLiterature,The Middle Ages and the Modern Im agination. To be offered Fall, 1985: American Women Writers; Spring, 1986: American Nobel Prize for Literature Winners; Fall, 1986: Contemporary Poetry. THREE H OURS (ONE or T W O H O U R S DURING A U G U S T TERM)

Language 355. THE M O D E R N ENGLISH L A N G U A G E — Examination of traditional, structural, and transformational models foranalyzingthestructureofcontemporary American English.Offered occasionally. THREE H O URS 356. HISTORY OF THE ENGLISH LANGU A G E — Study ofthe principlesand phenomena of language change through an examination ofchanging forms and meanings in English from the earliest times to the present day. THREE H O URS FALL SEMESTER Linguistics 364 may be substituted to fulfillthe major requirement of a course on the English language, but will not count toward the 33 hours in the major field.

Teaching 380. TEACHING OF SECONDARY S C H O O L ENGLISH — A study of and experience in ap plying methods ofteaching grammar, discussion, literature,and composition inthe secondary school. Required forSecondary Certification. Not creditedtoward English major or minor, unless taken as a second methods course. Should be taken afterorconcurrentlywith Education 360, and before student teaching. THREE H O URS FALL SEMESTER 381. TEACHING EXPOSITORY WRITING — Intended for prospective (and practicing, ifin terested)secondary teachers inalldisciplines.Techniques and practiceindesigning, present-

169

ing, and evaluating expository writing assignments and inproviding classroom Instruction in writing. • ONE HOUR SPRING SEMESTER See also Education 378, Teaching English as a Second or Foreign Language, which may also be advisable forstudents to elect when appropriate to their special vocational goals. 385. S U M M E R SEMINARS: TEACHING— A one-week study ofmethods ofteaching primary or secondary English inone ofthese areas: grammar, discussion, literature,composition. In tended for prospective and practicing teachers. Available for one or two hours credit. This workshop isnota substituteforEnglish 380, Teaching ofSecondary School English.Individual course titleswill be announced by mid-April of each year. O N E or T W O H O U R S S U M M E R ONLY

Readings and Research 382. BIBLIOGRAPHY A N D M E T H O D S OF RESEARCH — Taken concurrently with a course inwhich a research paper istobe written,thiscourse provides reflectionon the nature and aims of research and instruction on shaping a topicand thesisand using bibliographical toolstofind supportive data. ONE HOUR BOT H SEMESTERS 490. INDIVIDUAL S T U D Y — An individual research project, investigatingsome topic indepth and culminating ina paper that demonstrates literaryscholarship and Independent thought. Students who meet the Honors Projecteligibilityand present a paper that meets the standards established willhave thecourse recorded as an Honors Project. May be repeated foradditional credit, with a different project. Not limited to the senior level. Prerequisite: departmental ac ceptance of application (forms available indepartment office). T W O or THREE H O U R S BOTH SEMESTERS 495. ADVANCED STUDIES— A seminar insome fielddesignated by the instructor. Prepara tionand resentationof research papers are central tothe course. Prerequisite: previous work inor related to the designated field. May be repeated foradditional credit in different field of study. Recent offerings include: Medieval English Drama; James Joyce; The Bible in English Literature; C.S. Lewis; American Short Fiction; and Faulkner. To be offered inFall, 1985: Flan nery O ’Connor; Fall, 1986: The Politicsof Interpretation; Spring, 1987: D.H. Lawrence; Spring 1988: Charles Dickens. THREE H O U R S BOTH SEMESTERS 499. READINGS IN LITERATURE — Designed tofillingaps inknowledge ofimportant authors and works and ofmajortrendsand patterns. Readings under tutorialsupen/lsion ofan instructor assigned by department chairperson. Prerequisite: departmental acceptance of application (forms available in department office). THREE H O U R S BOTH SEMESTERS

M R . A G H E A N A , C H A I R P E R S O N , M R . BELL, M R . C R E V I E R E , M R . D E H A A N , M S . L A R S E N , MS, MOTIFF, M R . N Y E N H U I S , M S . RUF, M S . S E A R L E S , M R S . S T R A N D , M R S . T O D D , M R . V A N D E R L A A N , M R . W E L L E R . Assisting Faculty: M R . O U D E R S L U Y S , M R S . R E Y N O L D S .

T h e Department of Foreign Languages and Literatures seeks to lead students to a more complete understanding of the structure and role of language in h u m a n society, to an understanding and open-minded tolerance of the culture of the people w h o speak a language other than their own, and to the development of the ability to c o m municate in a language other than their native tongue. Instruction isoffered in French, German, Greek, Latin, Russian and Spanish. S o m e courses are primarily designed to increase fluency in speaking, reading and writing. Others stress the patterns of life and thought and the great works of literature written in that language. Since appreciation of other cultures and fluency in the use of another ianguage is greatly enhanced by m a x i m u m immersion in the culture and constant challenge to use the language, the department sponsors m a n y supplementary activities, in which majors normally take an active part: ianguage ciubs special language tables in the dining halls language houses (German, French, and Spanish) in each of which resides a native speaking student w h o provides conversational leadership and tu toring foreign films semester or year abroad or s u m m e r programs, such as — the French semester or year program in Paris or Nantes — the G e r m a n semester or year program in Vienna, Freiburg or Munich — the Spanish semester or year program in Madrid — •the G L C A summer, semester, or academic year Spanish/Sociai Studies program in Bogota, Colombia — the H o p e Vienna s u m m e r program — the May/June terms in France, Germany, Greece and Spain tutoring opportunities with children of Spanish-American background living in the community of Hoiland All the faculty have traveled and studied abroad. Four of them are natives of coun tries other than the U.S.A. Alumni of H o p e w h o have specialized in foreign ianguage study have found this field helpful in moving to a great variety of careers. high school and college teaching of foreign languages and literatures teachers of English in countries with the language of their major college librarian classical archaeologist translator business secretary for a firm with international accounts agent for import-export firm foreign missionary receptionist for foreign consulate foreign service officer — U.S. cultural officer editorial assistant in a news magazine reporter for community newspaper

market research analyst with multi-national corporation linguistic consultant immigration assistant lexicographer assistant computational linguist

M A J O R A N D MINOR P R O G R A M S The department offers majors and academic minors in Classical Studies (Classics, Ancient Civilization, and Latin), French, German, and Spanish. These major pro grams are designed to meet the needs of students with a wide variety of career in terests. Specific requirements for each major and academic minor will be found preceding the listing of the course offerings for the language. A teaching minor in French, G e r m a n or Spanish consists of twenty credit hours of the appropriate language taken at the college level. Since not all of the courses in French, G e r m a n or Spanish are equally suited to the teaching minor, the department m a k e s the following recommendations; 1. that the teaching minor in French, G e r m a n or Spanish inciude at least three credit hours at the 300 level. 2. that Spanish 250 not be included in such a minor because itis conducted en3. 4.

thatlri a d d i b o n ^ e student take Education 384, Methods of Teaching Foreign Languages, if possible; o •u that students interested in completing a minor in French, G e r m a n or Spanish seek the advice of the chairperson of the Department of Foreign Languages and Literatures in seiecting courses.

C O R E CURRICULUM All French, G e r m a n and Spanish courses fulfilling the ianguage component of the Cultural History and Language Requirement are based upon an audio-linguai ap proach which combines classes taught by the faculty and review and reinforcement sessions conducted by undergraduate apprentice teachers. Programs which combine concentrated language instruction with the study of culturai history are available to students in G e r m a n and Greek. These programs, entitled The Two SoulsofGermanyand TheGoldenAge ofGreece,will fulfill 13 credit hours of the Cultural History and Language Requirement. For information concerning these two programs, referto course listings IDS 123-124 (under German) and IDS 133-134 (under Greek). To meet the needs of all students, the department offers courses of the following types in the various language areas: . ' 1. Courses designed to enable the student to communicate in a given language (see French, G e r m a n and Spanish) 2. Courses designed to enable the student to read a given language (see Classical Studies and Russian) T h e course offerings and the descriptions of major and academic minor programs follow under these headings: Classical Studies (Classics, Greek and Latin), page 173 Education, page 175 French, page 175 German, page 178 Linguistics, page 181 Russian, page 181 Spanish, page 181

CLASSICAL STUDIES: Classics, Greek and Latin M R . BELL, M R . N Y E N H U I S , M R S . T O D D

Major in Classics: In order to fulfill the requirements for a major in Classics, a stu dent must complete thirty (30) hours of course work in Classics. These thirty hours must include: fifteen (15) hours of Latin beyond the Latin 172 level, and twelve (12) hours of Greek. A major is expected to acquire s o m e knowledge of related fields, i.e.. History and Archaeology. The department will counsel the student regarding source materials available in these fields. Major in Latin: A major designed to prepare the student for language teaching at the primary or secondary school level with emphasis upon the skills of language acquisi tion and upon the culture in which the Latin language evolved. This major consists of thirty (30) credit hours of courses numbered 272 or higher; these 30 hours must include Education 384, Teaching Foreign Languages. Major in Ancient Civilization: A flexible major designed to provide a student with the opportunity to develop a well-coordinated, inter-disciplinary program in Classical Literature, History and Thought. T h e required thirty (30) hours must include: (a) Twelve (12) hours of college-level work in ancient language; (b) six (6) hours of A n cient History, and (c) twelve (12) hours of courses in Ancient Art, Ancient Religion, Classical Literature in Translation, Mythology, Ancient Philosophy, or Ancient History not used for (b) above. T h e language component is increased to twenty (20) hours of Latin for those students wishing to use this field for a teaching minor. Electives for such students are reduced to four (4) hours. A variety of study-abroad programs isavailable for study in Athens, Rome, Jerusalem, or Beirut. Overseas programs should be worked out with the Classical Studies Sec tion to insure that full credit is given. Minor in Latin: A minor consists of a m i n i m u m of 19 credits in Latin and Classics, selected as follows: Latin 171 and 172 or placement (7 credits), 9 credits in Latin at or above the 200 level, and 3 credits in Classics 207 or 250. Minor in Ancient Civilization: A minor can be completed by choosing either of the following options: Option 1:16 credits in IDS 133-134 and credit elective chosen from the re quirements for a major, or 13 credits in IDS 133-134 and two 3 credit elec tives chosen from the requirements for a major. Option 2:21 credits of course work, including 9 credits of college-level work in one ancient language. Classics 250 and Classics 205 (for Latin) or 207 (for Greek), History 130, and one 3 credit course selected from the follow ing: Art 161 or 360, Philosophy 219, Religion 242.

Classics *205. THE GREEK EXPERIENCE— A study ofthe ideas and contributionsofthe majorwriters from preclassical to Hellenistictimes, with special attention given tothe pertinent historicaland archaeological background. A knowledge of Greek not required. Open to allstudents. THREE H O U R S STAFF FALL SEMESTER *207. THE R O M A N EXPERIENCE— A studyofthe ideasand contributionsofthe major Roman writers from the Republican Period through the Fourth Century, with special attention given to the pertinent historicaland archaeological background. A knowledge ofLatinnot required. Open to allstudents. THREE H O U R S BELL FALL SEMESTER ‘Courses indicated with an asterisk are given in English and designed to acquaint the student with a foreign literature or culture.

*250. CLASSICAL M Y T H O L O G Y — A study of the myths of Greece and Rome, using both secondary and originalsources and stressingthevitalityofmythologicalthemes inmodern Euro pean and American literature.A knowledge ofthe Latinand Greek languages not required. Open to allstudents. ____ THREE H O URS STAFF SPRING SEMESTER *295. STUDIES IN CLASSICAL LITERATURES A N D CULTURES— This course isdesigned to allow a professor to teach inan area of special interestand experience. Prerequisite; per mission of instructor. T W O or THREE H O U R S STAFF A N Y SEMESTER *372. GREEK TRAGEDY — An in-depth study and comparison of the complete works of Aeschylus, Sophocles, and Euripides. A knowledge ofGreek or Latin not required. Prerequisite: a 200 level course in Classics, Greek, or Latin, or permission of instructor. THREE H OURS STAFF SPRING SEMESTER *451. GREAT ISSUES: ANCIENT A N D M O D E R N — The Greeks and Romans were faced with problems similar to those we face today in such areas as religion, education, domestic and foreign policy. The course willbe a seminar inwhich the students willcompare the problems oftoday with those ofthe Classical period, analyze the solutions(orattempts) ofthe ancients, and inlightofthis,study contemporary solutionsfrom the pointofview ofa liberally-educated Christian. A knowledge of Greek or Latin not required. Prerequisite; a 200 level course in Classics, Greek, or Latin, or permission of instructor. ; THREE H O URS STAFF FALL SEMESTER *495. STUDIES IN CLASSICAL LITERATURES A N D CULTURES— This course isdesigned to allow a professor to teach inan area of special interest and experience. Prerequisite; per mission of instructor. T W O or THREE H O URS STAFF A N Y SEMESTER

Greek IDS 133-134. THE GOLDEN A G E OF GREECE — Concentrated introduction to the Greek language integrated with the study ofancient Greek culture, emphasizing fifth-centuryAthens. .This program, plus two courses elected from Block B oftheCultural History requirement, com pletes the 19-hour Cultural History and Language component of the core curriculum. SEVEN-SIX HOURS/SEMESTER TODD, NYENHUIS, JENTZ, WILSON FALL/SPRING SEMESTER 171. ELEMENTARY GREEK I— An introductiontothe elements ofNew Testament grammar. For students with no previous study of Greek. FOUR H OURS STAFF FALL SEMESTER 172. ELEMENTARY GREEK II— A continuation of Greek 171. Prerequisite: Greek 171. THREE H O U R S STAFF SPRING SEMESTER 201. CLASSICAL GREEK III— A continuationofGreek Iand IIwhich are included inIDS 133-34. Readings from Homer, Herodotus and Sophocles, with continuing reinforcement ofgrammar. Prerequisite: Greek 172, or IDS 134, or equivalent. THREE H O U R S STAFF OCCASIONALLY 271. INTRODUCTORY N E W TESTAMENT READINGS— Selected readingsfrom theGospels and Acts. Prerequisite: Greek 172, IDS 134, or equivalent. THREE H O U R S STAFF FALL SEMESTER 272. ADVANCED N E W TESTAMENT READINGS — Selected readings from the Epistles and Revelation. Prerequisite: Greek 271, IDS 134, or equivalent. THREE H O U R S STAFF SPRING SEMESTER 490. SPECIAL AUTHORS — Material covered tovary, depending upon the needs and desires of those who elect the course. Prerequisite: Greek 271, or permission of instructor. T W O or THREE H O U R S STAFF A N Y SEMESTER

Latin 171.ELEMENTARY LATIN I— An introduction to the elements of Latin grammar. For students with no previous study of Latin.

i i

^ I

FOUR HOURS REYNOLDS FALL SEMESTER 172. ELEMENTARY LATIN II— A continuation of Latin 171. Prerequisite: Latin 171. THREE HOURS REYNOLDS SPRINGSEMESTE 271. INTERMEDIATE LATIN I— Review of grammar and vocabulary. Reading of some less difficult passages of Latin prose and poetry. Prerequisite: Latin 172, or placement.

THREE HOURS BELL FALL SEMESTER 272.MEDIAEVAL LATIN — Selected readings from mediaeval authors. Prerequisite: Latin 172, I

placement test, or equivalent.

THREE HOURS STAFF SPRINGSEMESTE 351. ROMAN POETRY I— Reading of selected poems of Catullus and Horace. Prerequisites:

Latin 271,272, or permission of instructor.

THREE HOURS STAFF SPRINGSEMESTE 352. ROMAN SATIRE— Readings from the satires of Horace and Juvenal. Prerequisites: Latin 271.272, or permission of instructor.

THREE HOURS STAFF SPRINGSEMESTE 353. ROMAN HISTORIOGRAPHY — Selected readings from Caesar, Sallust, Livy, and Tacitus. >

Prerequisites: Latin 271,272, or permission of instructor.

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THREE HOURS STAFF FALL SEMESTER 354. ROMAN POETRY II— Selections from Lucretius, Vergil, and Ovid. Prerequisite: Latin 271.272, or permission of instructor.

THREE HOURS STAFF FALL SEMESTER 490. SPECIAL AUTHORS — Material covered to vary, depending on the needs and desires of those w ho elect the course. Prerequisite: Latin 271, or permission of instructor.

TWO orTHREE HOURS

STAFF

ANY SEMESTER

Education I

378. TEACHING ENGLISH AS A S ECOND O R FOREIGN L A N G U A G E — See Education 378. T W O HOURS STAFF SPRING SEMESTER 384. TEACHING FOREIGN LA N G UAGES — Required of French, German, Latin or Spanish majors seeking secondary certification. See Education 384. Alternate years, 1985-86. T W O HOURS STAFF FALL SEMESTER

French M R . C R E V I E R E . M S . M O T IFF, M S . L A R S E N Major

A major program designed for the student w h o wishes to acquire a thorough linguistic preparation combined with an extensive background in French culture and literature. This major will permit the student to prepare for advanced literaiy studies, for sec ondary level teaching, or for other forms of employment in which linguistic skills and cultural awareness are useful. The French Major consists of 24 credit hours of courses numbered 275 or higher and must include one 400 level literature course and one 400 level course in civilizatiori. Students planning to study in France must take two 400 level courses upon their return. A m a x i m u m of 16 credit hours in French from off-campus study m a y be ap plied toward the major.

Students preparing to teach at the secondary level are advised that the State of Michigan requires both Education 384 and 30 hours of credit in French, or the equiv alent thereof through CLEP, in order to obtain certification. Students are strongly en couraged to include a m o n g those 30 hours Linguistics 364. Students wishing to pur sue graduate level study in French literature should take F R 4 9 3 during their senior year. A c a d e m i c Minor in French: A French minor consists of m i n i m u m of 18 credit hours taken at the college level. Of these hours, 6 must be at the 300 level or higher and approved by the chairperson. . 101. F R E N C H I— An audio-lingual course for beginners of French. The primary objective of this course isto enable the student to acquire the basic skillsnecessary to begin communicating in French. The secondary objective is to begin to give the student insight into the French language world. Emphasis is placed on allfour language skills: listening, reading, speaking, and writing. Students meet four times per week in a Master Class and four times per week in a Review and Reinforcement Class. Laboratory work isalso required. Conducted primarily in French. FOUR HOURS STAFF FALL S E M E S T E R 102. F R E N C H II— Continuation of French I.An audio-lingual course designed primarily to con tinue to develop the acquisition of a comfortable communication knowledge of French. A secon dary objective isto expand the student's insight into important features of French society. E m phasis on allfour language skills: listening, reading, speaking, and writing. Students meet three times per week in a Master Class and three times a week in Review and Reinforcement Class. Laboratory work is also required. Conducted primarily in French. Prerequisite: French I, equivalent, or placement. THREE HOURS STAFF SPRING S E M E S T E R 201. F R E N C H III— Language and Culture — Continuation of French IIwith added emphasis on reading and writing skills, as well as the study of the culture In greater depth. Students meet three times per week in a Master Class and two times per week in a laboratory session. Con ducted primarily in French. Prerequisite: French II,equivalent, or placement. ^ THREE HOURS STAFF FALL S E M E S T E R 230. F R E N C H C O N V E R S A T I O N — A course designed to develop aural and oral skills. Con ducted entirely in French. Prerequisite: French 201,215, placement, or equivalent. THREE HOURS STAFF SPRING S E M E S T E R 275. A D V A N C E D SKILLS A N D R H E T O R I C — A course designed to focus on systematic ex amination of syntactical and semantic choices as the basis for grammar review and introduc tion to advanced grammar subtleties. The four major skillsof language will be studied; emphasis will be placed on reading and writing and the introduction to the principles of French rhetoric in preparation for the more advanced levels. Conducted primarily In French. Prerequisite: 201, placement, or equivalent. THREE HOURS STAFF SPRING S E M E S T E R 295. STUDIES IN F R E N C H L A N G U A G E A N D L I T ERATURE — A course designed to allow a professor to teach in an area of special interest and experience. Prerequisite: permission of instructor. ' T W O or T H R E E H O U R S STAFF ANY SEMESTER 299. A P P R E N T I C E T E A C H I N G I N T E RNSHIP— A practical and contractual internship in the study and use of the methods and techniques of teaching French 101 French I. In addition to class discussions, each Apprentice Teacher willteach one Review and Reinforcement section of elementary French 101 for one hour a day, four days a week for the entire semester under the supervision of a Master Teacher and the Program Director. Prerequisites: sufficient profi ciency in French ,participation in the Training Workshop and selection by jury as an Appren tice Teacher. This course m ay be repeated for additional credit of one to three hours, but a total of three credits only m ay be counted as part of a French major or minor. THREE HOURS STAFF FALL S E M E S T E R

310. A D V A N C E D C O M P O S I T I O N A N D STYLISTICS — A comprehensive study of French stylisticswith emphasis on the development of writing competency in French through analysis of and exercise in various writing styles. Conducted entirely In French. Prerequisite: 275, place ment or equivalent. THREE HOURS STAFF FALL S E M E S T E R 330. A D V A N C E D F R E N C H C O N V E R S A T I O N — A course designed to develop aural and oral competency In French. Conducted entirely in French. Prerequisites: French 275, placement, or equivalent. THREE HOURS STAFF SPRING S E M E S T E R

I I I j ; ■'

370. I N T R O D U C T I O N T O F R E N C H L I T E R A T U R E — A study of major literaryworks of France, with special emphasis on analytical approaches to the major literary genres. Required of all French majors. Conducted entirely in French. Prerequisite: French 275, or placement, or equivalent. THREE HOURS CREVI E R E FALL S E M E S T E R

399. A P P R E N T I C E T E A C H I N G I N T ERNSHIP— A practical and contractual internship in the study and use of the methods and techniques of teaching French 102 French II.In addition to class discussions each Apprentice Teacher will teach one Review and Reinforcement section of elementary French 102 for one hour a day, three days a week for the entire semester under the supervision of a Master Teacher and the Program Director. Prerequisites: sufficient profi ciency in French, participation in the Training Workshop and selection by jury as an Apprentice Teacher. This course m ay be repeated for additionai credit of one to three hours, but a total of three credits only may be counted as a part of a French major or minor. THREE HOURS STAFF SPRINGS E M E S T E R

450. P R E - R E V O L U T I O N A R Y F R A N C E — A study of French civilization from beginnings to 1789. Conducted entirely in French. Prerequisite: 310, placement, or equivalent. Alternate years, i 1986-87. THREE H O URS M O TIFF FALL S E M E S T E R ' 451. M O D E R N F R A N C E — A study of French civilization from the First to the Fifth Republic, i Conducted entirely in French. Prerequisite: 310, placement, or equivalent. Alternate years, ’ 1986-87. THREE HOURS M OTIFF S P R I N G S E M E S T E R 177 " 460. T H E A R T O F T R A N S L A T I O N — A course designed to develop skills and techniques of translation from French to English and English to French. Prerequisites: 310 and permission of instructor. Alternate years, 1985-86. : THREE HOURS CREV I E R E SPRINGS E M E S T E R 461. F R E N C H POETS, P O E T R Y A N D P O E T I C S — A treatment ofthe evolution of French poetry from the Middle Ages to the present with an emphasis on the nineteenth and the twentieth cen turies. Conducted entirely in French. Prerequisites: 310 and 370, or permission of instructor. Aiternate years, 1985-86. THREE H OURS STAFF FALL S E M E S T E R 462. T H E D E V E L O P M E N T O F T H E F R E N C H N O V E L — A treatment of the evolution of the French novel from Rabelais to Butor with special emphasis on the novel of the nineteenth and the twentieth centuries. Conducted entirely in French. Prerequisite: 310 and 370, or permis'Sion of instructor. Alternate years, 1986-87. THREE HOURS STAFF SPRING S E M E S T E R 463. F R E N C H T H E A T R E — A study of French dramatic art from the Middle Ages to the pres ent. Emphasis will be placed upon classical, romantic and modern theatre. Conducted entire ly in French. Prerequisite: 310 and 370, or permission of instructor. Alternate years, 1985-86. THREE HOURS CREV I E R E SPRING S E M E S T E R 490. SPECIAL P R O B L E M S IN F R E N C H — Individual study under the direction of an instruc tor designated by the chairperson of the department in one of the following areas: literature.

language, civilization, or methodology. This course m ay be repeated once. Prerequisite: per mission of department chairperson. T W O or THREE H O U R S

STAFF

BOTH SEMESTERS

493.SPECIAL FRENCH STUDIES — Preparation fora comprehensive examination in the major field. Prerequisite: one 400 level course in French and permission of department chairperson.

THREE HOURS STAFF BOTH SEMESTERS 495. STUDIES INFRENCH LANGUAGE AND LITERATURE — A course designed to allow a professor to teach in an area of special interest and experience. Prerequisite: permission of instructor.

TWO orTHREE HOURS

STAFF i ANY SEMESTER

German MR. D E H A A N , M R . V A N D E R LAAN, M R S . S T R A N D Majors:

German Language Major.

A major designed for the student who s e goal is the acquisition of ianguage skills and a knowledge of G e r m a n culture. It consists of 30 credit hours of courses numbered 20,1, or higher. These courses shouid include: G e r m a n 201,202,310,330,351,352,371,372 and one 400 level literature course. Linguistics 364 is recommended. Students planning to study in a G e r m a n speaking country must take two400 levei courses uponttheir return. 2. German LiteratureMajor. ^ A major designed for the student whose primary interest is G e r m a n iiterature and who s e goal could be to pursue studies in G e r m a n literature at the graduate school level. T h e G e r m a n literature major consists of 24 hours of G e r m a n courses numbered 310 or higher, of which at least 15 hours must be in literature (a m a x i m u m of 9 hours of credit in literature will be accepted from study abroad), in addition, G e r m a n 493, Classics 250 or English 349 are recommended. Students planning to study in G e r m a n y must take T w o 400 level courses upon their return. Students preparing to teach at the secondary level are advised that the State of Michigan requires both Education 384 and 30 hours of credit in G e r m a n or the equivalent thereof through CLEP, in order to obtain certification. Students are strongly urged to include Linguistics 364. A c a d e m i c Minor in Germ a n : A G e r m a n minor consists of a m i n i m u m of 18 credit hours taken at the college level. Of these hours, 6 must be at the 300 level or higher and approved by the chairperson. A n alternate G e r m a n minor consists of IDS 123-124 and G e r m a n 201-202, and two of the following: 310,330,351,352, 371,372 IDS 123-124. TWO SOULS OF GERMANY — An integrated language and culture program focusing on Germany from the Age of Goethe to the collapse of the Weimar Republic. Enroll ment in German 101 -102 is required. This sequence of courses, plus two courses elected from Block A of the Cultural History requirement, completes the 19-hour Cultural History and Lan guage component of the core curriculum. As part of a German major, this sequence can replace German 351. SEVEN-SIX HOURS/SEMESTER

DE HAAN, WESTPHAL, WILSON FALL/SPRING SEMESTER

101. GERMAN I— An audio-lingual course for beginners of German. The primary objective is to enable the student to acquire the basic skills necessary to begin communicating in Ger man. The secondary objective isto begin to give the student insight into the German language world. Emphasis isplaced on allfour language skills: listening, reading, speaking, and writing. Students meet four times per week in a Master Class and four times per week in a Review and Reinforcement Class. Laboratory work is also required. Conducted primarily in German. FOUR HOURS

STAFF

FALL SEMESTER

102. G E R M A N II— Continuation of German I.An audio-lingual course designed primarily to continue to develop the acquisition of a comfortable communication knowledge of German. A secondary objective isto expand the student’s insight into important features of German socie ty. Emphasis on allfour language skills; listening, reading, speaking, and writing. Students meet three times per week in a Master Class and three times a week in Review and Reinforcement Class. Laboratory work isalso required. Conducted primarily in German. Prerequisite: German I, equivalent, or placement. THREE HOURS STAFF SPRING S E M E S T E R

201. G E R M A N III— Continuation of German IIwith added emphasis on reading and writing skills, as well as the study of the culture in greater depth. Students meet three times per week in a Master Class and two times per week in a laboratory session. Conducted primarily in Ger man. Prerequisite: German II, equivalent, or placement. THREE HOURS STAFF FALL S E M E S T E R 202. G E R M A N IV — Continuation of German IIIwith added emphasis on reading and writing skills, as well as the study of the culture in greater depth. Conducted primarily in German. Pre requisite: German 201, placement, or equivalent. THREE HOURS STAFF SPRING S E M E S T E R 295. STUDIES IN G E R M A N I C L A N G U A G E A N D L I T E R A T U R E — A course designed to allow a professor to teach in an area of special interest and experience. Prerequisite; permission of instructor. T W O or T H R E E H O U R S STAFF ANY SEMESTER

299.A P P R E N T I C E T E A C H I N G I N T ERNSHIP— A practical and contractual internship in the study and use of the methods and techniques of teaching German 101 German I. In addition to class discussions, each Apprentice Teacher willteach one Review and Reinforcement sec tion of elementary German 101 forone hour a day, four days a week forthe entire semester under the supervision of a Master Teacher and the Program Director. Prerequisites; sufficient profi ciency in German, participation in Training Workshop and selection by jury as an Apprentice Teacher. This course may be repeated for additional credit of one to three hours, but a total of three credits only m ay be counted as a part of a German major or minor. THREE HOURS STAFF FALL S E M E S T E R 310. A D V A N C E D C O M P O S I T I O N A N D STYLISTICS — A Study of German stylistics with e m phasis on the continued development of writing competence in German through analysis of and exercise in various writing styles. Conducted entirely in German. Prerequisite: 202, placement, or equivalent. ________ ^ THREE HOURS BE HAAN SPRING S E M E S T E R 313. G E R M A N F O R BUSI N E S S A N D SCIENCE — This course isdesigned to expand on c o m municative skills acquired in the audio-lingualsequence of German l-IV, with a focus on these skills applied in the worlds of business and science. Improving reading and translation skills, as well as the acquisition of specialized vocabularies will be emphasized. Conducted largely in German. Prerequisite; German 202, placement or equivalent. THREE HOURS BE HAAN SPRING S E M E S T E R 330. A D V A N C E D G E R M A N C O N V E R S A T I O N — A course designed to develop aural and oral competency in German. Conducted entirely In German. Prerequisite; German 202, placement, or equivalent. ___ THREE HOURS STRAND SPRING S E M E S T E R 351. T H E D E V E L O P M E N T O F G E R M A N I C CIVILIZATION— A study of the origins, develop ment and significance of various aspects of Germanic civilization. Conducted entirely In Ger man. Preraquisita: Garman 202,310,330, or placamant, or equivalant. Altarnatayaars, 1985-86. THREE HOURS STRAND FALL S E M E S T E R 352. T H E G E R M A N I C W O R L D T O D A Y — A Study of 20th century German culture including economic, political, sociological, and creative forces and their influence in today s world. Con-

ducted in German. Prerequisite; German 202, placement, or equivalent. Alternate years 1985- 86.

THREE HOURS STRAND SPRING SEMESTER 371. INTRODUCTION TO GERMAN LITERATURE I- A study of major works of 19th and 20th century German literature with a special emphasis on the genre of poetry and drama. Conducted entirely in German. Prerequisite: German 202, placement, or equivalent.

THREE HOURS STRAND FALL SEMESTER 372.INTRODUCTION TO GERMAN LITERATURE II— A study of major works of 19th and 20th century German literature, with special emphasis on the genre of “Novella” and novel. Con ducted entirely in German. Prerequisite: German 371, or permission of instructor.

THREE HOURS DE HAAN SPRING SEMESTER 399.APPRENTICE TEACHING INTERNSHIP - A practical and contractual internship in the study and use of the method and techniques of teaching German 102 German II. In addition to class discussions each Apprentice Teacher will teach one Review and Reinforcement sec tion of elementary German 102 for one hour a day, three days a week for the entire semester under the supervision of a Master Teacher and the Program Director. Prerequisites: sufficient proficiency in German, participation in the Training Workshop and selection by jury as an Ap prentice Teacher. This course m ay be repeated for additional credit of one to three hours, but a total of three credits only may be counted as a part of a German major or minor.

THREE HOURS STAFF SPRING SEMESTER 471.GERMAN LITERATURE FROM THE MIDDLE AGES TO GOETHE — A study of German literature including heroic epics, courtly epics. Baroque, Enlightenment, and Classicism (Less ing, Goethe, Schiller). Prerequisite; German 372, or permission of instructor. Alternate years, 1986- 87.

THREE HOURS DEHAAN FALL SEMESTER 472. GERMAN LITERATURE FROM THE ROMANTIC REBELLION TO THE INDUSTRIAL; REVOLUTION — A study of major works of significant 19th century authors (Novalis, Tieck’,' Brentano) and German bourgeois realism (Droste-Huelshoff, Morike, Stifter, Storm, Keller, Meyer, Fontane). Conducted in German. Prerequisite; German 372or permission ofthe instruc tor. Alternate years, 1986-87.

THREE HOURS

DE HAAN

SPRING SEMESTER

180 474.GERMAN LITERATURE OF THE EARLY 20TH CENTURY— From Naturalism to Expres sionism, 1890-1945. (Hauptmann, Wedekind, George, Hofmannsthal, Rilke, Schnitzler, Mann, Musil, Kaiser, Kafka). Prerequisite: German 372, or permission of instructor. Alternate years, 1985-86.

THREE HOURS DE HAAN OR STRAND FALL SEMESTER 475.GERMAN LITERATURE FROM THE THIRD REICH TO THE PRESENT - (Brecht, Boell, Grass, Frisch, Duerrenmatt, Zuckmeyer, and writers from East Germany). Prerequisite; Ger m a n 372, or permission of instructor. Alternate years, 1985-86.

THREE HOURS STRAND SPRING SEMESTER 490.SPECIAL PROBLEMS INGERMAN — Individual study under the direction of an instruc tor designated by the chairperson of the department in one of the following areas; literature, language, civilization, or methodology. This course may be repeated once. Prerequisites: one 400 level course in German and permission of department chairperson.

TWO orTHREE HOURS STAFF BOTH SEMESTERS 493.SPECIAL GERMAN STUDIES — Preparation for a comprehensive examination Inthe m a jor field. Prerequisite: Permission of department chairperson.

THREE HOURS STAFF BOTH SEMESTERS 495. STUDIES INGERMAN LANGUAGE AND LITERATURE — A course designed to allow a professor to teach In an area of special interest and experience. Prerequisite: permission of instructor. '

TWO orTHREE HOURS

STAFF

BOTH SEMESTERS

Linguistics MS. R U F

295. and 490. S T U DIES IN LINGUISTICS — A course designed to allow a professor to teach in an area of special interest and experience. Prerequisite: permission of instructor. A completed course proposal for490 must be signed by instructor and approved by department chairperson. T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 364. I N T R O D U C T I O N T O DESCRIPTIVE LINGUISTICS — An introduction to the science of general and descriptive linguistics, with a consideration of problems and methods of the phonemic, morphemic and syntactical analysis of languages. Prerequisite: Junior standing, or permission of the instructor. THREE HOURS RUF FALL S E M E S T E R

Russian MR. D E H A A N

171. R E A D I N G R U S S I A N I— A course designed to lead to the acquisition of reading skill on ly. Conducted in English. For students with no previous study of Russian. Not offered 1985-86. FOUR HOURS 172. R E A D I N G R U S S I A N II— A continuation of Russian 171. Conducted in English. Prereq uisite; Russian 171, placement, or equivalent. Not offered 1985-86. THREE HOURS

Spanish M R . A G H E A N A , M S . RUF. M S . S E A R L E S . M R . W E L L E R

Major: This major program is designed for the student w h o wishes to acquire a thorough linguistic preparation combined with an extensive background in Hispanic literature and culture. This major will permit the student to prepare for advanced literarystudies, for secondary level teaching, or for other forms of employment in which a knowledge of Spanish and familiarity with Spanish culture are required. T h e Spanish Major consists of 24 credit hours of courses numbered 250 or higher 181 and must include one 400 level literature course. Students planning to study in a Spanish-speaking country must take one 400-level course upon their return. A m a x i m u m of 16 credit hours in Spanish with a grade of C or better from off-campus study m a y be applied to the major. In addition, LINGUISTICS 364 is required. Students plan ning on graduate study in Spanish must complete S P A N I S H 493 during their senior year. Such students are strongly urged to complete additional hours in literature as well as work in the history of literary cricitism. Students preparing to teach at the secondary level are advised that the State of Michigan requires both E D U C A T I O N 384 and 30 hours of credit in Spanish, or the equivalent thereof through CLEP, in order to obtain certification. A c a d e m i c Minor in Spanish: A Spanish minor consists of a m i n i m u m of 18 credit hours taken at the college level. Of these hours, 6 must be at the 300 level or higher a n d approved by the chairperson. 101. S P A N I S H I— An audio-lingual course for beginners of Spanish. The primary objective of this course is to enable the student to acquire the basic skills necessary to begin c o m municating in Spanish. The secondary objective isto begin to give the student insight into the Spanish ianguage world. Emphasis is placed on all four language skills: listening, speaking, reading, and writing. Students meet four times per week in a Master Ciass and four times per week in a Review and Reinforcement Ciass. Laboratory work is aiso required. Conducted primarily in Spanish. FOUR HOURS STAFF FALL S E M E S T E R

102. SPANISH II— A continuation of Spanish I.An audio-lingual course designed primarily to continue to develop the acquisition of a comfortable communication knowledge of Spanish. Asecondary objective isto expand the student’s insight into important features of Hispanic socie ty. Emphasis on allfour language skills: listening, reading, speaking, and writing. Students meet three times per week in a Master Class and three times a week in Review and Reinforcement Class. Laboratory work isalso required. Conducted primarily in Spanish. Prerequisite: Spanish i, equivalent, or placement.

THREE HOURS

STAFF

SPRING SEMESTER

201. SPANISH III— Languageand Culture— Continuation of Spanish IIwith added emphasis on reading and writing skills, as well as the study of the culture ingreater depth. Students meet three times per week in a Master Class and once per week in a laboratory session. Conducted primarily in Spanish. Prerequisite: Spanish II, equivalent, or placement.

THREE HOURS STAFF FALL SEMESTER 202. SPANISH IV— Reading, conversation and composition, with required supplementary readings. Students meet three days per week in a Master Class and one day per week in a iaboratory session. Prerequisite: Spanish III,placement, or equivalent. Conducted in Spanish.

THREE HOURS STAFF SPRING SEMESTER *250. THE HISPANICWORLD TODAY— A study of contemporary Hispanic culture, including economic, political, sociological and creative forces and their influence jn today’s world. Readings, lectures, and discussions in English. No knowledge of Spanish required. Open to allstudents. Required of Spanish majors. Recommended that this course be completed early in the major program. Alternate years, 1986-87.

THREE HOURS

STAFF

SPRING SEMESTER

295. STUDIES INHISPANIC LANGUAGE AND LITERATURE — A course designed to allow a professor to teach in an area of special interest and experience. Prerequisite: permission of instructor. -

TWO orTHREE HOURS STAFF ANY SEMESTER 299. APPRENTICE TEACHING INTERNSHIP— A practical and contractual internship in the study and use of the methods and techniques of teaching Spanish 101 Spanish I. In addition to class discussions each Apprentice Teacher will teach one Review and Reinforcement sec•|82 lion of elementary Spanish 101 foronehouraday.fourdaysaweekfortheentiresemesterunder the supervision of a Master Teacher and the Program Director. Prerequisites: sufficient profi ciency in Spanish, participation in the Training Workshop and selection by jury as an Appren tice Teacher. This course m ay be repeated for additional credit of one to three hours, but a total of three credits only may be counted as a part of a Spanish major or minor.

THREE HOURS STAFF FALL SEMESTER 310. ADVANCED GRAMMAR AND COMPOSITION — A comprehensive study of Spanish grammar, with extensive work in composition. Conducted in Spanish. Prerequisite: Spanish 202,or placement, or equivalent.

THREE HOURS STAFF FALL SEMESTER 330. ADVANCED SPANISH CONVERSATION — A course designed to develop aural and oral competency in Spanish. Conducted entirely in Spanish. Prerequisite: Spanish 202, or place ment, or equivalent.

THREE HOURS STAFF SPRING SEMESTER 350. THE DEVELOPMENT OF HISPANIC CIVILIZATION - A study of the origins, deveiopment and significance of various aspects of Hispanic civilization. Conducted entirely in Spanish. Prerequisite: Spanish 202, or placement, or equivalent. Alternate years 1985-86.

THREE HOURS

STAFF

SPRING SEMESTER

371. SURVEY OF SPANISH LITERATURE I— A study of Spanish literature from the Middle Ages through the seventeenth century. Readings and class discussions in Spanish. Required of Spanish majors. Prerequisite: Spanish 202, or equivalent.

THREE HOURS

STAFF

FALL SEMESTER

372. S U R V E Y O F SPANISH LITERATURE II— A study of Spanish literature from the eighteenth century to the present time. Readings and class dicussions in Spanish. Required of Spanish majors. Prerequisite; Spanish 202, or equivalent. THREE HOURS STAFF SPRING S E M E S T E R 399. A P P R E N T I C E T E A C H I N G IN T E R N S H I P — A practical and contractual internship in the study and use of the methods and techniques of teaching Spanish 102 Spanish II. In addition to class discussions'each Apprentice Teacher will teach one Review and Reinforcement sec tion of eiementary Spanish 102 for one hour a day, three days a week for the entire semester under the supervision of a Master Teacher and the Program Director. Prerequisites; sufficient proficiency in Spanish, Participation in the Training Workshop and selection by jury as an Ap prentice Teacher. This course m a y be repeated for additional credit of one to three hours, but a total of three credits only m ay be counted as a part of a Spanish major or minor. THREE HOURS STAFF SPRING S E M E S T E R 472. SPANISH LITERATURE O F T H E G O L D E N A G E — Dramatic works of Lope de Vega, Alar con, Tirso and Calderon; works of the mystics; Fray Luis de Leon, Gongora, Quevedo; selec tions from the picaresque novel and Cervantes. Prerequisites: Spanish 310,371, and 372. Alter nate years, 1986-87. THREE HOURS STAFF SPRING S E M E S T E R 474.18TH A N D 19TH C E N T U R Y S P A N I S H LI T E R A T U R E - Neo-Classicism, Romanticism and Realism in prose, poetry and drama. Prerequisites; Spanish 310,371, and 372. Alternate years, 1985-86. THREE HOURS STAFF FALL S E M E S T E R 476. G E N E R A T I O N O F 1898 T O T O D A Y — The Generation of 1898 and the contemporary essay, novei, drama, and poetry. Prerequisites: Spanish 310,371, and 372. Alternate years, 1985-86. THREE HOURS STAFF SPRING S E M E S T E R 478. C O N T E M P O R A R Y S P A N I S H - A M E R I C A N L I T E R A T U R E — A study of contemporary movements in Spanish-American literature. Prerequisites: Spanish 310,371, and 372. Alter nate years, 1986-87. THREE HOURS STAFF FALL S E M E S T E R 490. SPECIAL P R O B L E M S IN S P A N I S H — Individual study under the direction of an instruc- 183 tor designated by the chairperson of the department in one of the following areas; iiterature, language, civilization, or methodology. This course m a y be repeated once. Prerequisite: per mission of department chairperson. ■ T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 493. SPECIAL SPANISH S T U D I E S — Preparation for a comprehensive examination in the m a jor field. Prerequisite: one 400 level course in Spanish and permission of department chair person. THREE HOURS STAFF BOTH SEMESTERS 495. STUDIES IN HISPANIC L A N G U A G E A N D L I T E RATURE — A course designed to allow a professor to teach in an area of special interest and experience. Prerequisite: permission of instructor. T W O or T H R E E H O U R S STAFF ANY SEMESTER

MR, THARIN, C H A I R M A N ; MR. ATTOH, MR. BARTLEY, MR. H A N S E N .

The geological sciences are in a “Golden A g e ” because of renewed interest in the short supply of natural resources, continuing concerns with environmental quality, and a renaissance in thinking about the w a y the Earth works. Geoscientists today are making important contributions through research in petroleum exploration, mining, geochemistry, geophysics, paleontology, oceanography, plate tectonics, and en vironmental geology as they further our understanding of the Earth and its complex history. Student-faculty research comprises an important part of the geology program at Hope College. In the last few years, students and faculty have been engaged in research projects such as: — computer modeling of temperatures in metamorphism — studies of the chemistry and sediments of Lake Michigan — studies of fluid inclusions in ancient rocks from India, Canada, and Michi g a n ’s Upper Peninsula — mapping glacial deposits in the Holland area — studies of developmental variation in skeletal microstructure of 430 millionyear-old fossils Traditionally, the training of geologists has included a large measure of field ex perience. H o p e College is ideally situated for field studies of glacial geology, sedimentology, geomorphology, and limnology. To broaden the spectrum of field expe rience, trips are c o m m o n l y taken to examine the geology of other areas in Michigan and adjacent states. Ourstudents have also participated in field courses in such di verse localities as the Colorado Rockies, the Swiss Alps, and the Virgin Islands. In addition to these trips, the annual spring Regional Geology trip has given students the opportunity to observe in detail the geology of Jamaica, the Appalachians, the Gulf Coast, the Black Hills, the Grand Canyon, the Florida Keys, and other areas. W e are well-equipped for teaching and research. In addition to an ample n umber of dissecting and petrographic microscopes, the department has a fluid inclusion heating and cooling stage, x-ray diffraction and fluorescence apparatus, thin section preparation laboratory, a large stream table and sedimentation tank, equipment for seismic exploration and soil resistivitytesting, research microscopes, and a 35' steel hulled research vessel with depth sounding and sediment sampling devices. Because the study of the earth is an eclectic science, the geologist must be c o m p e tent in the other natural sciences and in mathematics. Accordingly, strong minors in other science departments and interdepartmental or composite majors are encouraged. T h e Department of Geology has an established reputation of excellence. In recent years, graduating seniors have been accepted at California Institute of Technology, University of Chicago, Harvard, Yale, Stanford and other prestigious graduate schools. M A J O R : The geology major m a y be accomplished in several ways. T h e Bachelor of Arts degree has a minimum requirement of 25 hours (see below) of geology while the student pursuing the Bachelor of Science degree program must take a m i n i m u m of 60 hours of courses offered in the Science Division including 36 hours of geology.

Those students planning to be professional geologists generally follow a more rigorous curriculum than the student w h o has an avid interest in geology but w h o does not plan to be a professional geologist after graduation. Because geologists thoroughly trained in physics, chemistry or mathematics are at the forefront of exciting research developments in the earth sciences, and as they are aggressively recruited by graduate schools, geology-physics and geologychemistry composite majors (see below) have been developed for those students w h o wish to pursue a career in geophysics and geochemistry. The following curricula are required for the bachelor of arts or bachelor of science degrees. B A C H E L O R O F A R T S D E G R E E : The m i n i m u m requirement for a bachelor of arts degree in geology at H o p e College is twenty-five hours of geology, one year of an cillary science (chemistiV, biology, or physics), and participation in at least one an nual spring field trip (Geology 341). To insure that students with the B.A. degree are knowledgeable in the spectrum of subdisciplines which comprise the geological sciences, the following courses are required for the B.A. degree: Geology 101,102, 215,241,281,341, and 351. Students planning to b e c o m e professional geologists should enroll in the bachelor of science degree program. B A C H E L O R O F S C I E N C E D E G R E E : This degree requires that the student begin the geology program with Geology 101 (or 201)-102 and take a m i n i m u m of 60 hours of courses in the Science Division including 36 hours of geology courses numbered 200 (excluding Geology 201 and 246) and above. These courses must include Geology 215,241,242,281,315,332,341,351, and two ofthe following fourcourses: Geology 432,441,453,454. Students planning to take the Graduate Record Examination in geology are strongly advised to take Geology 401 in preparation for that examina tion. Participation in a s u m m e r field c a m p and senior research are also recom mended. Also required are Mathematics 135,136, and 235 (with permission ofthe geology chairman, one semester of statistics or computer science m a y be substituted for Math 235); Chemistry 111,113,114,121 and Physics 121,122,141, and 142 (with permission of the geology chairman. Biology 111 and 112 m a y be substituted for physics). G E O L O G Y - C H E M I S T R Y C O M P O S I T E M A J O R : For additional information, please 185 refer to page 96. G E O L O G Y - P H Y S I C S C O M P O S I T E M A J O R : This w a s the first composite major established in the sciences at H o p e College. Ithas been very successful. Students w h o graduate with the composite major are in great d e m a n d and have been accepted in the top graduate schools in the United States. For additional information, please turn to page 96. E A R T H S C I E N C E T E A C H E R S : T h e Michigan Certification C o d e requires that pro spective high school teachers elect 30 or more hours of courses in geology and a minor of 20 hours in a discipline or 24 hours in an area. A n area minor inciuding courses in biology, physics, and chemistry, is r e c o m m e n d e d and will be developed on an individual basis with each student. M I N O R : Every geology minor will include Geology 101 (or equivalent), 102, and 241. T h e remaining courses should be selected by the student in consultation with the chairman to achieve the educational objectives of the student. A geoiogy minor will be comprised of at least 16 credit hours not more than one half of which can be numbered 201 or below.

C O U R S E S DESIGNED PRIMARILY F O R NON-SCIENCE MAJORS: 108. ENVIRONMENTAL GEOLOGY — A study of the relationship between m a n and his geo logical habitat. Problems that society faces in using the earth will be examined. For example, earth processes (earthquakes, floods, land slides, volcanism) earth resources (metals, water,

hydrocarbons), engineering properties of geological materials and land use in urban develop ment will be stressed. M ay be taken without the laboratory. THREE H OURS THARIN SPRING S E M E S T E R 109. E N V I R O N M E N T A L G E O L O G Y L A B O R A T O R Y — A course designed to accompany G e ology 108 and to familiarize the student with contemporary problems in the environment us ing the tools of the geologist. Several laboratories may be held in the field examining problems and collecting data and materials for analysis. Prerequisite: Geology 108 (may be taken con currently). ONE HOUR THARIN SPRING S E M E S T E R 116. O C E A N O L O G Y A N D L I M N O L O G Y — An Introduction to the natural processes in oceans and large lakes. Waves, currents, chemical and physical characteristics of water masses, bio logical productivity, geology and sedimentary activity will be studied. A portion of the course will be devoted to the natural history and geography of the Great Lakes. May be taken without the laboratory. THREE HOURS THARIN FALL S E M E S T E R 117. O C E A N O L O G Y A N D L I M N O L O G Y L A B O R A T O R Y — A course designed to accompany Geology 116 and to familiarize the student with the processes active in large bodies of water. Several laboratories will be held on Lakes Macatawa and Michigan and along their shores. Pre requisite: Geology 116 (may be taken concurrently). ONE HOUR THARIN FALL S E M E S T E R 120. A N I N TRODUCTION T O P L A N E T O L O G Y — A course, emphasizing geological processes and broad concepts of planetary development, which introduces the student to the processes which have shaped the planets in our solar system. The non-terrestrial planets are studied us ing information gathered during the past two decades of space exploration. Topics include the early solar nebula, formation of the planets and meteorites, planetary atmospheres, the inter nal structures and surface geology of Mercury, Venus, the moon. Mars, Jupiter, Saturn and the moons of Jupiter and Saturn. T wo hours of lecture per week, one hour discussion section every other week. No Prerequisites. T W O HOURS HANSEN FALL S E M E S T E R 1 86

205. G E O L O G Y IN T H E W E S T INDIES— An introductory course designed to acquaint students with the processes which occur in island arcs and in the oceans. O ne week on campus and two weeks in the Virgin Islands aboard a 44’cutter. The campus segment will introduce the student to rocks and minerals, maps, charts, navigation techniques and equipment, including the sex tant. In the islands, the day will consist of 1.5-2 hours of lecture and another 2 hours examin ing the geology of the islands, the ocean floor, or the reef. Not only will geology, oceanography, and plate tetonics be stressed, but students will be introduced to the nautical skills required to sail a yacht. No prerequisites. THREE H OURS THARIN MAY TERM 246. G E O L O G Y F O R E L E M E N T A R Y T E A C H E R S — A course designed to introduce the pro spective elementary school teacher to geological science appropriate to elementary educa tion. Topics include materials of the earth, processes which act to change the earth’s surface, and an examination of the atmosphere and weather. This course is open only to prospective elementary teachers and they are expected to elect this course to fulfill a portion of their col lege science requirement unless excused by the chairman ofthe Education Department. Lecture 5 hours per week including 1 hour of laboratory forone-half ofthe semester. Prerequisite: None. T W O A N D A HALF H O U R S ATTOH SPRING S E M E S T E R

C O U R S E S DESIGNED B O T H F O R SCIENCE A N D NON-SCIENCE MAJORS: 101. G E N E R A L G E O L O G Y — An introduction to geology, stressing the materials of the crust, the nature and architecture ofthe earth’s interiorand crust, the processes which work to change

the crust, and the geologic evolution of the continents. Three lectures and one two-hour laboratory each week. O n e or more Saturday field trips will be required. FOUR HOURS STAFF FALL A N D S P R I N G S E M E S T E R 102. HISTORICAL G E O L O G Y — An introduction to the physical and biological development of the Earth during the last 4.5 billion years. Topics include the formation of the Earth, history of the major features of the crust, and the origin and evolution of life. Three lectures and one laboratory each week. One or more Saturday field trips will be required. FOUR HOURS BARTLEY SPRING S E M E S T E R 201. G E O L O G Y IN C O L O R A D O — An Introductory course designed to acquaint both majors and non-majors with geologic features and processes as they can be observed in Colorado. Emphasized will be topics such as erosion and deposition by rivers, glaciers and wind, the study of minerals, rocks, and ore deposits, and the development of geologic structure. Fifteen days will be spent In the field at a cam p near Sallda In Colorado’s Sawatch Mountains. No prerequi sites. FOUR HOURS HANSEN/ATTOH MAY TERM

C O U R S E S DESSGNED PREMARILY FOR SCIENCE MAJORS: 215. G E O L O G I C A L M A P INTERPRETATION — An introduction to geologic maps and field techniques; the course will acquaint majors with maps as sources of geological information and as means of recording geologic data in a concise form. Topics covered include: identification and interpretation of landforms on topographic maps; recognition of elementary geologic struc tures; use of aerial photographs In mapping; surveying techniques and fieid measurements; and construction of block diagrams. O n e lecture and two 2-hour laboratory sessions per week, in addition to 2 Saturdays for fieldwork/field trip. Prerequisites: G 1 01, G 1 02 or G 1 09, G 1 16 or G201 or permission of instructor. The course isstrongly recommended to be taken in 2nd year of the geology program before structural geology. THREE H O URS ATTOH FALL S E M E S T E R 241. M I N E R A L O G Y — An Introduction to the crystallography and crystal chemistry of minerals with emphasis on the rock forming silicates. Laboratory periods will be devoted to the study of minerals by various methods, including X-ray techniques. Three lectures and one three-hour laboratory per week. Prerequisite: O ne semester of introductory chemistry (may be taken con currently), or consent of instructor. ■ 187 FOUR HOURS HANSEN FALL S E M E S T E R 242. O P T I C A L M I N E R A L O G Y — The study of the optical properties of crystalline and non crystalline materials with emphasis on minerals. The course will stress the use of polarized light and petrographic microscope for the identification of materials and the determination of their properties. (1 lecture and 2 labs per week). THREE HOURS HANSEN SPRING S E M E S T E R 281. G E O W R I T I N G — An introduction to the use and interpretation ofthe geosciences literature. The course isdesigned to improve the abilityof geology majors to understand and communicate the concepts of their science in both written and oral form. The course Includes techniques of searching the geosciences literature, critical reading, technical paper writing, effective oral presentation, editing, graphics and illustration methods. Required of all geology majors. T wo lectures and one three hour lab per week. Prerequisite: Any one of G-101,102,108, or 201, or permission of instructor. Offered alternate years beginning Fall 1984. THREE HOURS BARTLEY F A L L .SEMESTER 315. S T R U C T U R A L G E O L O G Y — The Study of rock deformation stressing the nature, origin, analysis and classification of deformed rocks. Three hours of lecture and one three-hour laboratory each week. O ne or more weekend field trips are required. Prerequisites: Geology 101,115 or 201 and Mathematics 121 or 131. Offered alternate years, 1986-87. FOUR HOURS ATTOH FALL S E M E S T E R 332. P E T R O L O G Y A N D P E T R O G R A P H Y — A course about mineralogical, chemical and tex tural characteristics of igneous and metamorphic rocks. Their occurrence and petrogenesis

will be discussed in terms of field relations, rock associations and relevant petrologic phase diagrams. Laboratory sessions will be devoted to petrography— description. Identification and interpretation of rocks in hand samples and thin sections. Three 1-hour lectures and one 3-hour laboratory per week. Prerequisites are G241 and G242 will be offered in 1985-86. FOUR HOURS ATTOH FALL S E M E S T E R 341. R E G I O N A L FIELD S T U D Y — An investigation inthe field ofthe general geology of an area such as the Mississippi Valley, the Southern Appalachians, the Gulf Coastal Plain, the Colorado Plateau, or the island of Jamaica, etc. One or more hours of lecture will be held each week prior to study in the field. Entire spring vacation or an extended period in the summer will be spent in the field. Final report required. Prerequisites; Geology 101, or 115, and consent of Instructor. O N E to T H R E E H O U R S STAFF SPRING S E M E S T E R 351. INVERTEBRATE P A L E O N T O L O G Y — The study of the history of invertebrate lifeas deter mined from fossils. Topics include changes in diversityduring th Phanerozoic, tempo and mode of evolution, functional morphology, systematics, and paleoecology of the major Invertebrate phyla. T wo lectures and two 3-hour laboratories per week. O n e or more weekend field tripswill be required. Prerequisite; consent of instructor. FOUR HOURS BARTLEY FALL S E M E S T E R 401. R E A D I N G S IN G E O L O G Y — The aim isto achieve an overview of the earth sciences. The emphasis will be on acquisition of factual knowledge and integration of materials covered In several courses in the undergraduate program. The format will be weekly 30-minute tests on assigned readings in selected texts followed by discussion. Prerequisite: Minimum of 25 hours of geology courses. Itis strongly recommended for seniors. ONE HOUR ATTOH/STAFF FALL 432. G E O C H E M I S T R Y — Introduction to concepts in physical chemistry as applied to chemical systems of geologic interest. Topics will Include; equilibria in aqueous systems near the Earth’s surface environment; thermodynamic basis for equilibria in minerals at elevated temperatures and pressures; and chemical evolution of the Earth. The laboratory sessions will involve prob lem sets and chemical analysis of geological materials using AA, X R F and PIXE. T wo lectures and one laboratory per week. Prerequisite: G241 and 1 year of chemistry. THREE H OURS ATTOH/HANSEN SPRING 188

441. G E O P H Y S I C S — An introduction to the physics of the earth. Topics will include earthquake seismology, geomagnetism, gravity, heat flow, geochronology, and geodynamics. Emphasis will be on how physical principles applied to the earth have furthered our understanding of the age, structure, and tectonics ofthe earth. Prerequisites: Mathematics 136,235, Physics 122 or 132. Alternate years, will be offered in 1986-87. THREE HOURS ATTOH SPRING S E M E S T E R 453. S E D I M E N T O L O G Y — Study of the mineralogy, petrology, petrography, occurrence and association ofthe sedimentary rocks. Thin section examination and textural analysis of sedimen tary rocks and unconsolidated sediments will be performed in laboratory. Three lectures and one three-hour laboratory or field trip each week. Weekend field trip may be required. Prereq uisite: Geology 242, or consent of instructor. Alternate years, will be offered in 1986-87. FOUR HOURS THARIN FALL S E M E S T E R 454. PRINCIPLES O F S T R A T I G R A P H Y — A study of stratigraphic principles and concepts Including practical use of lithostratigraphic and blostratigraphic units and interpretation of facies and environments of deposition: Laboratory involves problems In surface and subsurface stratigraphy. Three lectures and one laboratory each week. O n e or more weekend field trips may be required. Prerequisites: Geology 102,241, consent of Instructor. Alternate years, begin ning in 1985. FOUR HOURS BARTLEY SPRING S E M E S T E R 490. SPECIAL P R O B L E M S A N D S E M I N A R — A course designed to introduce the student to research. A research problem In an area of special interest will be nominated by the student.

receive consent of instructor and be approved by the Geology Department before research begins. O N E to T H R E E H O U R S STAFF ANY SEMESTER 495. STUDIES IN G E O L O G Y â&#x20AC;&#x201D; A course designed to allow a professor to instruct upperclass students in a special area of interest or research. Students wiil engage in extensive reading and/or research in the topic of study. O N E to T H R E E H O U R S STAFF ANY SEMESTER

M R . P E N R O S E * , C H A I R M A N ; M R . B A E R , M R . BELL, M R . C O H E N , M R . C U R R Y , M R . FRIEDt, M R . PETROVICH, MR. SOBANIA.

History is the study of the h u m a n past. Itis the foundation for understanding h o w w e c a m e to be what w e are. Because the record is often crowded and contradictory, history is a discipline that depends upon critical thinking and careful evaluation of evidence. These are skills that lie at the heart of liberal arts education and that are vitally important to students preparing for careers in such fields as law, government, journalism, and education. For the student concerned with developing an in-depth knowledge of the past, and especially for the student w h o wants to b e c o m e a professional historian or teacher, the department offers a traditional, full H I S T O R Y M A J O R . For the student wh o s e in terests involve several major areas, w e offer the C O M P O S I T E M A J O R IN HISTORI C A L STUDIES. Both of these majors are described in detail below. History staff m e m b e r s bring varied backgrounds to their teaching. All have sustained their research interests through work in numerous foreign and domestic manuscript repositories such as the National Archives. Extended stays in Japan, the Soviet Union, Austria, England, and Yugoslavia help to assure both currency in scholarship and vitality in the classroom. History majors have been involved in the following activities: feature writer for the “anchor” ,the student newspaper participation in several of the off c a m p u s programs — Great Lakes Jerusalem Program s u m m e r seminar in Yugoslavia s u m m e r and semester study program in Vienna 190 participation in the Philadelphia Program— a semester of study and work in the inner city. History majors in past years have gone on to graduate schools, and into careers as professional historians — both as writers and teachers. M a n y have gone into law and the political arena. S o m e have entered the ministry. The interesting careers of recent graduates of the department include; law practice director of a N e w England historical m u s e u m administrative assistant to a U.S. Senator free lance feature writer, with articles in Harpersand N.Y. Times historian for the U.S. Marine Corps editorial staff, the international beat, for a metropolitan newspaper bureau chief for Time magazine career foreign service officer To accommodate the broad range of interests and career goals of its majors and other interested students, the History Department offers two possible majors and a minor program. I. H I S T O R Y M A J O R : A m i n i m u m of thirty semester hours is required for a major. In addition a total of twelve hours must be taken from three of the following fields: * O n leave first semester tRetired, part-time

Economics, Political Science, Sociology, Computer Sciences or Foreign Language at or beyond the intermediate level. T h e m i n i m u m distribution requirement is as follows; one history course focused mainly on the period before 1500; two courses in American history: two courses in European history: one course in non-Western history: and a senior seminar in history. Students w h o plan to do graduate work in history are urged to take at least thirty-six hours of course work in history and to at tain reading proficiency in two foreign languages. Majors planning to study mainly the history of areas other than the United States are strongly urged to spend a s u m mer, semester, or year of study in the geographic area of their concentration. A m a jor in Ancient Civilization combining work in History, Classical Languages, Art and Philosophy courses is available. Please see requirements under the Department of Classics. II. C O M P O S I T E M A J O R IN H I S T O R I C A L STU D I E S : For the student w h o does not plan to b e c o m e a professional historian or a teacher, and w h o needs a program with greater disciplinary breadth than the regular major program offers, the History Depart ment provides a composite major. In this program a minimum of 36 credits is required, 18 credits in history and 18 in other disciplines that correspond to the student’s par ticular needs and interests. At least 18 of the total 36 credits must be earned in courses at the 300 level or above. Credits earned in introductory courses and in courses used to fulfillthe college core requirement, excepting the introductory history courses, can not be applied to the major program. T h e 18 credits in history must be distributed as follows: 3 credits in American history, 3 credits in European history and 3 credits in either a history seminar or an independent study course in which a major research paper is required. The remaining 9 credits and the 18 non-history credits will be deter mined by the individual needs of the student after consultation. To take full advan tage of this individual approach to the program, itis in the best interest of the student to apply for acceptance as a major by the end of the sophomore year. III. H I S T O R Y M I N O R : The department offers a twenty-one hour minor. The minimum distribution requirement is as follows: one course dealing with a period before 1500, two courses in American history, two courses in European history, one course in non Western history, and one additional history course of the student’s choosing. 130. I N T R O D U C T I O N T O A N C I E N T CIVILIZATION — The course will focus on significant developments in history from its Greek origins through the Renaissance. Itis designed to in troduce the student tothe discipline of historyand can be used to fulfillpart of the cultural heritage requirement. THREE HOURS STAFF BOTH SEMESTERS 131. INTRO D U C T I O N T O M O D E R N E U R O P E A N H I S T O R Y — The course willfocus on signifi cant developments in modern European history from the Renaissance to our own time. Itis designed to introduce the student to the discipline of history and can be used to fulfill part of the cultural heritage requirement. THREE HOURS STAFF BOTH SEMESTERS 205. H I S T O R Y O F E N G L A N D , S T O N E H E N G E T 0 1688— An introduction to English history from the Celts to the late seventeenth century. Focuses upon the development of the English legal system, monarchy and parliament, the role of religion in English society, England’s rela tionship with Europe, and the major features of social cultural and economic life.Alternate years: 1985-86. THREE HOURS BAER FALL S E M E S T E R 206. H I S T O R Y O F E N G L A N D , 1688 T O T H E P R E S E N T — An introduction to English history from the Glorious Revolution to the present. Explores some of the implications behind England's rise as a world power and subsequent decline. Particular stress will be placed upon constitu tional and international problems before 1815, the empire, culture and politics during the Vic

torian era, and upon economic decline, world conflict and social change in the twentieth cen tury. Alternate years; 1985-86.

THREE HOURS BAER SPRING SEMESTER 210. THE GREEK WORLD — Historical development and civilization of Greece from prehistoric through classical and Hellenistic times. The recent unfolding Of Greek beginnings, the artistic brillianceof Minoans, Homeric warfare, Greek age of exuberance on Cyprus, explosion of reason and culture, development of the polls, Athenian democracy and imperialism, threat of hybris, "oecumene" of Alexander the Great. Alternate years, 1986-87.

THREE HOURS BELL SPRING SEMESTER 215. THE ROMAN WORLD — The course follows the expansion of R o m e from a small village to ruler of an enormous empire. Itconsiders the growth of R o m a n institutions and culture dur ing the Republic and Empire periods and speculates on the causes and significance of the disintegration of the greatest empire the ancient world had known. Alternate years, 1985-86.

THREE HOURS BELL SPRING SEMESTER 232. HISTORY OF RUSSIA FROM KIEVTHROUGH CATHERINE II- This course traces the development of the Russian state from itsKievan origins through the reforms of Peter the Great and the enlightened despotism of Catherine the Great. Emphasis is placed on geographic, economic, and political factors in the growth of the Russian empire. Alternate years.

THREE HOURS PENROSE FALL SEMESTER 235. YUGOSLAVIA TODAY — All students accepted in the May Term Program in Yugoslavia and/or the Mediterranean are required to take this course in the Spring. Through lectures and briefings on history, politics, culture, and current events of the area, students are prepared to successfully carry on their individual projects once in Europe.

TWO HOURS PETROVICH SPRING SEMESTER 240. ENLIGHTENMENT AND NATIONALISM INEUROPE: 1689-1914 — This course will ex amine political and social ideas of Europe in the 18th and 19th centuries. The central theme of the course will be the way in which ideas influenced the course of European history. Particular emphasis will be placed on the ideas of the Enlightenment, Romanticism, and Nationalism, and on the ways these ideas were related to the revolutions, wars and political changes of the period. Alternate years, 1986-87.

^92 THREE HOURS PETROVICH FALL SEMESTER 242. TWENTIETH CENTURY EUROPE — This course examines the changing political, eco nomic, social and intellectual climate during and after the two world wars. Special emphasis isplaced on the interrelationships between the world of the intellect (literature and philosophy) and the world of politics. Wars and violent political changes in Europe in the twentieth century are examined in the light of this interrelationships. Alternate years, 1985-86.

THREE HOURS PETROVICH FALL SEMESTER 244. THE DIPLOMATIC HISTORY OF EUROPE, 1815-1980s — This course will study the way in which European diplomacy and diplomats have functioned in the 19th and continue to do so in the 20th century, and the means they employ in furthering the national interests of their par ticular states. The emphasis in the course will be on interpretation of events pertaining to m a jor diplomatic triumphs and tribulations of the period. Alternate years, 1985-86.

THREE HOURS

PETROVICH

FALL SEMESTER

252. EARLY AMERICAN HISTORY, 1607-1815 — This course deals with the process by which the European colonists transformed themselves into a nation of Americans. Itfocuses upon the way the interaction between the European heritage and the American environment produced a new people. Italso focuses on the growth of American nationalism. Topics to be covered in clude: Puritanism, relations with the mother country, the Revolution, the Constitution and the War of 1812. Alternate years, 1985-86.

THREE HOURS COHEN SPRING SEMESTER 254. THE MIDDLE PERIOD INAMERICAN HISTORY, 1815-1877 - Beginning with the "Era of Good Feelings,” this course traces the course of U.S. history through the era of the Civil War

255. T H E E M E R G E N C E O F M O D E R N A M E R I C A — A study of American politics, society, economics from 1877 to America’s entrance into World War I.Special emphasis will be placed on industrialization, urbanization, the Progressives, America’s increased involvement in foreign affairs, and conflicts in ideologies. Alternate years, 1986-87. THREE HOURS CURRY FALL S E M E S T E R 256. R E C E N T A M E R I C A — This course attempts an analysis of the intellectual and political response by twentieth century America to the ravages and rewards of technology and the older agonies of racism and pover^. To develop thisanalysis there will be a detailed study of the follow ing topics: The intellectual disillusionment and political reaction of the 1920’s; the radical thought and pragmatic reforms of the N e w Deal; the sources of anxiety and consensus politics in the post World War IIera; and the challenge to the American liberal tradition inthe 1960’s and 70’s. THREE HOURS CURRY SPRING S E M E S T E R 260. HISTORY O F LATIN A M E R I C A — The aim of this course isto survey the intellectual, social and political traditions of the twenty nations of this hemisphere south of the Rio Grande. From this review itishoped that the student might acquire an appreciation fora rich and colorful cultural tradition that is poorly understood and too often neglected by North Americans. A further and related purpose isto acquaint the student with the historical development of the political culture of Latin American societies and attempt to explain the causes of social and political instability in this area. History majors seeking to fulfillthe departmental requirements for majors may count this course as either European or American history. Alternate years, 1986-87. THREE HOURS CURRY O F F E R E D W H E N FEASIBLE 268. H I S T O R Y O F A N C I E N T C H I N A — China’s political, economic, social and intellectual development up to the Manchu conquest. Alternate years, 1986-87. THREE HOURS PENROSE FALL S E M E S T E R 271. H I S T O R Y O F E A S T ASIA IN M O D E R N TIMES — The political, economic, social and in tellectual history of China will be covered from the Manchu conquest of the seventeenth cen tury through the present. The reasons why China entered the modern world through revolutions ending in a communist state will be contrasted with Japan’s evolution as an industrial ized nation. Alternate years, 1985-86. THREE HOURS PENROSE FALL S E M E S T E R 295. STUDIES IN E U R O P E A N , AMERICAN, O R N O N - W E S T E R N HISTORY — These courses are designed to allow students to study geographic areas, historical periods, or particular issues not normally covered in the formal courses offered in the history department. In each course a professor will present lectures in his area of particular interest and students will engage in guided reading and research under his supervision. . ONE, T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 310. H I S T O R Y O F S O U T H E R N A F R I C A — This course will focus on the history of southern Africa from the growth and expansion of indigenous civilizations, through the European intru sion, to the current social, political and ecnomic developments of the present day. Special e m phasis will be placed on the forging of the Zulu nation, the riseof Afrikaner nationalism, the roots of apartheid and the role of theology, the migrant labor factor, and the dynamics of African op position to colonialism and apartheid. THREE HOURS SOBANIA 320. VICTORIAN BRITAIN — A study of Britain from about 1780 to the late nineteenth century. Emphasis on problems and processes involved in the creation of the first modern industrial, urban society through focus on such topics as the city, work, w o m e n and the family, cultural and political change, and the Celtic regions. Alternate years, 1986-87. THREE HOURS BAER FALL S E M E S T E R

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321.TWENTIETH CENTURY BRITAIN— A case study in the decline of an advanced industrial society and military giant in 1900 to a minor European state by the contemporary era. Focuses on pressures of war, economic changes, and the changing relationship with the United States, but with prirnary emphasis on social history including discussion of women, the family, popular politics, and the rise of social class and Celtic nationalism. Alternate years, 1986-87.

THREE HOURS BAER SPRINGSEME 335.HISTORY OF THE SOVIET UNION— The revolutionary origins of the Soviet state to the U S S R in the modern world. Emphasis on three areas of inquiry: the revolutionary movement until 1917, the consolidation of Soviet power, the Soviet Union in world affairs.

THREE HOURS PENROSE SPRINGSEME 338.FOREIGN POLICY OF RUSSIA AND THE SOVIET UNION, 1801-1970’s— This course isa descriptive and analytic study of the main components of the foreign policy of tsarist Russia and the socialist Soviet Union. A m o n g the factors that will be treated in shaping Russian and Soviet foreign policy are the following: geography, historical background, economic forces, ideological postulates, military policies and domestic politics. Alternate years, 1986-87.

THREE HOURS PETROVICH SPRINGSEME 339. HISTORY OF THE BALKAN STATES — This course will study the irridescent mosaic of the peoples and nations constituting the contemporary Balkan states of Albania, Bulgaria, Greece, Romania, and Yugoslavia. The examination of a classical conflict in the Balkans be tween the forces of modernization, i.e.,westernization, symbolized by the state, and the forces of traditionalism, symbolized by the church, will be one of the major topics treated in the course. Alternate years, 1986-87.

THREE HOURS PETROVICH SPRING SEMESTER 342.THE RENAISSANCE INEUROPE— Humanism, as the central notion of the Renaissance, will be studied through art, trade, and politics in the Mediterranean world. The course willfocus on the two great periods — the ’’Quattrocento” in Italy, and the 16th century in the Mediterra nean. Alternate years, 1985-86.

THREE HOURS PETROVICH SPRING SEMESTER 346.THE ORIGINS OF MODERN FRANCE T01715— The course will focus on the key stages .|9 4

of France’s development from itsfeudal beginnings until the end of Louis XIV’s reign. The study of each stage will emphasize correlations between political and cultural movements, so that the course will provide background for students engaged in study of the literature and arts of France as well as to students primarily interested in a survey of early French history,

THREE HOURS STAFF OFFERED WHEN FEASIBLE 347. THE HISTORY OF MODERN FRANCE, 1715-PRESENT — The aim of this course is threefold: to develop an appreciation of the French culture, society and politics; to gain an understanding of the main events, currents and personalities in modern French history; and, to comprehend France’s role in the modern world. Alternate years, 1985-86.

THREE HOURS PETROVICH SPRING SEMESTER 348. EUROPE INTHE AGE OF THE REFORMATION — Transformation of Europe from the crisi of late medieval society to 1660. Emphasis on religious, political, social and economic dimensions of European lifein the 16th and 17th centuries, and the response of m en and women, rulers and social groups, states and institutions to the new theological and spiritual challenges wrought by the Reformation. Alternate years, 1985-86.

THREE HOURS BAER FALL SEMESTER 354.AMERICAN CONSTITUTIONAL HISTORY, 1787-PRESENT — The historical develop ment of the United States Constitution from itsinception to the present. Emphasis will be placed on the interrelationship between the evolution of the Constitution and the changing needs of American society. Alternate years, 1986-87.

THREE HOURS COHEN SPRING SEMESTER 355. UNITED STATES FOREIGN POLICY — This course traces the development of United States foreign policy from the Spanish-American W ar to the present. Itis in this period that the

United States emerged as a great world power and moved to stage center during World War II. The aim of thiscourse isto explain how this new framework in which diplomacy was conducted, reshaped the American response to the traditional forces influencing itsforeign policy. As na tional power increased, so too did responsibility for the international order. The problem con fronting American policy makers in the 20th century has been to determine ifand to what ex tent American power had to be directly employed in the several crises that have threatened the nation's interest and security and impeded the realization of its ideals. THREE HOURS CURRY FALL S E M E S T E R 357. A M E R I C A N INTELLECTUAL HISTORY, 1865-PRESENT — This course willexamine the interplayof ideas and American lifefrom the CivilWar to the present. Political, religious, scientific, philosophical, and literarythought will be considered. Special emphasis will be placed on the twentieth century. Alternate years, 1985-86. THREE HOURS CURRY FALL S E M E S T E R 490. I N D E P E N D E N T STUDIES IN H I S T O R Y — Designed to provide students majoring in history, who plan to enter graduate school, with an opportunity to do advanced work in a field in which they have a special interest. Prerequisite; Formal application and departmental ap proval of proposed study. This designation, with appropriate descriptive title, m ay be used for Washington Honors Semester hours bearing history credit. THREE HOURS STAFF ANY SEMESTER 495. S E M I N A R IN H I S T O R Y — This course is required of all history majors and is also open to non-majors with a serious interest in learning how to do scholarly research. The course is designed to help students develop advanced skills in historical research and writing. Major e m phasis isgiven to the development of sound research methods and to the use of primary source materials. Each student will be expected to produce a lengthy research paper of scholarly merit and literary quality. THREE HOURS STAFF FALL S E M E S T E R

MR. MR. MR. MR.

COX, G E N E R A L DIRECTOR SHARP, DIRECTOR, N E W Y O R K A R T S P R O G R A M NYENHUIS, DIRECTOR, PHILADELPHIA S E M E S T E R B O O N S T R A , DIRECTOR, C H I C A G O M E T R O P O L I T A N S E M E S T E R

Interdisciplinary courses provide a meeting place for the several academic discipiines. Integrated efforts can be directed to the perennial h u m a n questions, especially as these are affected by present discoveries and concerns. These courses deal with methods or content that go beyond what is usually dealt with in a single department. IDS courses, then, provide faculty and students with an opportunity for dialogue or research across departmental boundaries. 101. E N C O U N T E R W I T H T H E A R T S — An intradivislonal course designed to expose the stu dent to the fine and performing arts. Itseeks to develop an understanding of the arts through performances, art exhibits, guest lectures, demonstrations, and critique sessions. The fine arts facuity and those artists sponsored by the Cuitural Affairs Committee contribute extensiveiy to the course. Students are required to attend a designated number of evening performances. THREE H OURS STAFF BOTH SEMESTERS 123-124. T W O S O U L S O F G E R M A N Y — See listing under German, page 178. 133-134. T H E G O L D E N A G E O F G R E E C E — See listing under Greek, page 174. IDS 280. C O N T E M P O R A R Y ISSUES IN J A P A N — This seminar will expose students to Jap anese language, culture, and history as well as to major social and economic issues confront ing modern Japan. This exposure wiiltake place inTokyo at Meiji Gakuin Unversity. Ciassroom iectures will be supplemented with field trips to reievant business, academic, historicai, and social service sites as weii as home stays with Japanese families. 196 Five hours of credit will be given for this five week stay during May and June each year. There wili be no prerequisite courses; however, students appiying for this course will have to follow the standard application procedure for overseas courses. Facuity for this course will be drawn from throughout the disciplines, itis the intention of this course to provide faculty from a wide variety of backgrounds the opportunity to conduct this course. 295. SPECIAL T O P I C S — Study of an area of Interdisciplinary Studies not covered inthe reguiar course iistings. Offered as student and teacher interest requires and scheduiing permits. T W O to F O U R H O U R S ST A F F

Internship Programs H o p e College offers its students a variety of “real world” experience through the pro grams described below. Building on the student’s prior academic training, these pro grams blend theory and practical experience, asking the student to apply newly gained knowledge in the complex worlds of the city, government, fine arts, educa-. tion, business, industry, and professions. All participants attend supervisory or in tegrating seminars and have faculty supervisors throughout the internship. 311. T H E O A K RIDGE S C I ENCE S E M E S T E R — The program isdesigned to give students an opportunity to spend half-time in scientific research activities and half-time studying under the guidance of G L C A faculty in residence. In addition, students are exposed to the wealth of resources available at the Oak Ridge Installation. The O R N L staffsupervises individual research

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projects in areas which match the interest and competence of the student. G L C A faculty ar range seminars and formal courses in their specific areas. Participating students may receive a maximum of 15 hours under Interdisciplinary Studies 311, or may replace a portion of thiscredit by credit assigned to specific courses in the Departments of Biology, Chemistry, and Physics. Approval for Oak Ridge Science Semester in a department other than that of Interdisciplinary Studies must be obtained in advance from the chairman of the department in which this credit ie is eniinht sought. FIFTEEN H O U R S (MAXIMUM) STAFF FALL S E M E S T E R 349. INTERNSHIP IN ENGLISH — Ordinarily to be taken in conjunction with an off-campus in ternship program, this course provides para-professional writing opportunities in such areas as government, publishing, news media, business, law, industry, medicine, engineering, etc. At least one of the following prerequisites: Engiish 213, Communication 255,256, or permis sion of the chairman. Following consultation and in conjunction with the off-campus supervisor, each applicant for this internship is required to submit a contract proposai which stipulates the features of the program he plans to pursue: what sorts of evidence of his performance he in tends to submit; a time schedule for submitting evidence; and the criteria on which his perfor mance isto be evaluated. Acceptance of the contract proposal by the IDS chairman isrequired before the student registers for the course. EIGHT H O U R S (MAXIMUM) STAFF

The Philadelphia Urban Semester: Great Lakes Colleges Association Liberal Arts Program For Professional Development and Field Study T h e Philadelphia Urban Semester: Great Lakes Colleges Association Liberal Arts Program for Professional Development and Field Study is designed to introduce stu dents to life in the city: as a challenging intellectual field for study and as a place to examine and apply concepts and values they have learned in their liberal education on campus. Itprovides opportunities to blend theoiy and experience in a professional, academic, and stimulating environment; to acquire understanding of various fields of work, and to identify and develop skills in those fields; to investigate and analyze a city as a system of h u m a n interaction; and to develop intellectually, personally, so cially, and responsibly in an urban environment. Students must be full-time participants for 12-16 semester hours. IDS 351. Urban Field Studies — Students work four days a week with professionals in wellsupervised placements In social agencies, businesses, schools, community groups and other programs. Placements are available In profitand non-profit, public and private, large and small organizations. Students work and learn in law offices, arts organizations, programs for children with various disabilities, large corporations, television stations, medical research projects, adver tising agencies. With over 500 placements on fileand a vast network of resources, we can satisfy special field placement requests. Further information isavailable from the Philadelphia Urban Semester liaison on campus, Off-Campus Study/Extended Study Office, Career/Professional Development Office/Center, and from the program directly. IDS 352. City Seminar— Students examine urban lifeand patterns of interaction in six separate transdisciplinary courses. They focus on such areas as: humanistic psychology, systems analysis, and management science; inter/intrapersonal relations, organization theory, and the philosophy of experience; aesthetic development and visual literacy; literarytheory and folklore; socio-economic, historical, and cultural anthropology and community development; political science, sociology, and urban politics. Each uses a varietyof learning resources, including arts, humanities, social science, and physical science theories and methods, perceptual analysis, students' research, and analysis of personal experience. Art in the City: Finding N e w W a y s of Seeing — Our goal In this seminar is to learn how to look, to develop a vocabulary to describe, and to bring our own resources to the examina-

tion of new or familiar experiences. These sensibilities will enable us to appreciate the aesthetic impact of our environment, and to feel more confident within the world of museums, galleries, and artists. Art ability or knowledge of art history are not necessary.

What’sa Meta-For?:A SystemsApproach toOrganizingYourUrban Experience— In this seminar, w e will first learn how to identify systems by their attributes and characteristics and then to apply a systems approach to solve, resolve, or dissolve a variety of urban prob lems. N o mathematics prerequisite: however, many of the examples are taken from eco nomics, management science, biology, physics, and the information sciences, so par ticipants should be willing to read material which Includes quantitative expressions. The Urban Working World: A Philosophical Approach — The philosophical view this seminar explores Is the challenge of Merleau-Ponty, psychologist and philosopher of phenomenology. W e will begin by describing our own experience, individual and shared. W e will reflect on this experience; bring heightened awareness to our actions and expres sions. As our whole selves meet the world, w e will open the possibility for understanding ourselves and the world. Urban Diversity:A Socio-PoliticalAnalysisofGroup Lifeinthe City— Using a socio political approach, w e will study 1) the diversity of group lifein the city; 2) the policy process in an urban setting. By investigating different class subcultures, their social relationships, behavior patterns, and value orientations, and by examining how they interact with govern ment and political agencies, we can then analyze the process through which policy Ismade In an urban setting.

Community and Politics:An InvestigationintotheSocialand HistoricalBasisofPhil adelphia’sNeighborhood Movement — This seminar willfocus on contemporary social

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Issues from the perspective of de-centralized forms of political activityas they have emerged on the neighborhood level. A m o n g the topics which will be explored are public housing, gentrification, the dynamics of capital and investment and disinvestment, squatting, the issue of local neighborhood control, and the relationship between the church and community politics. VernacularPoetics:Folkloreand LiteratureintheCity— .Living in the city offers us the opportunity to observe the arts and literatures of ordinary people, and to learn about the pat terned and poetic nature of everyday life. H u m a n expression — art and literature viewed broadly— will be our subject forthe semester, and we will use texts and methods drawn from both the humanities and the social sciences. IDS 360. Study ofUrban Issues— These transdisciplinary elective courses concentrate on the aesthetic, psychological, sociological, scientific, economic, and political aspects of urban life. They are taught by academics/practitioners in relevant fields. Topics vary; some of those offered recently have been: Human Life:A Cosmic Perspective— Where did lifecome from? W h o isthis creature H. Sapiens? What isthe destiny of our species? Facts and vision afforded by the N e w Biology can help us formulate some answers, both for us as Individuals and as a specjes. Urban Economics: Economic AnalysisofthePhiladelphiaRegion — This seminar will attempt several themes related to the economic growth and development of cities, including patterns of industrialization, urban land use, and their determinants; also quantitative ap proaches to making economic decisions, such as break-even models, game-theoretic models, and decision-theoretic models, and decision-theoretic techniques. Prerequisite: Introductory Economics. New Styles in Management — This seminar will stress the development of practical management skills — assertiveness, interpersonal communications, time management, stress management, presentation of self, and creative problem solving. SocialTheory— This advanced level reading tutorial isprimarily for sociology majors who must have itto graduate. A limited number of additional students will be able to attend Ifthey so choose.

America’s Leading Social Issues: Designing a Finer America — Our seminar will draw on the personal experience, attitudes, and information of members concerning three critical domestic problems: The Mpral Majority confrontation, the rights and responsibilities of minorities, and the changing labor force. Communications and Community: The Application of Media Systems to Urban Problem-Solving— This course addresses three issues: how present media systems shape our knowledge of the city; the effect new media systems could have on our conception of the city; and the ways new technologies could be applied to urban problem-solving. Urban Form — This seminar offers students an opportunity to learn to “read” the form of the urban environment, what determines that form, and how the city and community con trol change. Helping Others: The Therapeutic Process— This seminar will be divided between practice sessions aimed at increasing our individual and group skills, and discussion and readings in two theoretical orientations — Gestalt and family systems. The Criminal Justice System: Procedures and Practice — This is a basic introductory course in the workings of the Criminal Justice System. The emphasis will be on practice in the Police Department, District Attorney’s Office, and in the criminal courts. W o m e n and Social Policy— The purpose of thisseminar isto learn to analyze social policies which affect the lives of women. The units of the course are: feminization of poverty, health care and the w o m e n ’s health movement, and violence against women. Directed Study— The three most c o m m o n reasons forG L C A students electing to do adirected study are 1) they are working on a research project on campus and wish to continue it in Philadelphia: 2) they wish to study a subject that is unavailable for study on campus; 3) they have particular Interests In course requirements that are not satisfied by our offerings (i.e..Social Research Methodology). Usually, only two or three students elect this option each semester. Students must present a directed study plan which includes the subject or topic to be studied, the method for study (including the nam e of G L C A faculty mentor), and the criteria for evalua tion. The Executive Director must approve all plans prior to their execution. The deadline for approval is the third week of the semester.

Urban Teaching internships Educ. 365U. STUDIES IN U R B A N E D U C A T I O N — This tutorial course Introduces students to theories, problems, and skills essential for the education of elementary and secondary students In an urban environment. Elective. FOUR HOURS Educ. 470U. S T U D E N T T E A C H I N G IN T H E U R B A N E L E M E N T A R Y S C H O O L — Student teaching, supervised by faculty members of the urban semester. Is done In cooperation with the public schools of the City of Philadelphia. Students must apply for student teaching dur ing the second semester of their junior year. EIGHT H O U R S Educ. 480U. S T U D E N T T H E U R B A N S E C O N D A R Y S C H O O L - Student teaching, supervised by the faculty members of the Philadelphia Urban Semester, is done in cooperation with the school systems of Philadelphia. Students must apply for student teaching during the second semester of the junior year. EIGHT H O U R S (MAXIMUM) Educ. 485U. S T U D E N T T E A C H I N G IN E L E M E N T A R Y A N D S E C O N D A R Y S C H O O L S — Stu dent teaching, supervised by the Education Department, is done in cooperation with several school systems In the cityof Philadelphia. Experience is provided in both the elementary and secondary level, enabling students majoring in art, music, and physical education to obtain K-12 certification. Students must apply forstudent teaching during the second semester of theirjunior year. T E N H O U R S (MAXIMUM)

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None of the above courses is intended to replace either departmental or core requirements, but m a y do so by special arrangement (e.g., student teaching). ProfessionalDevelopmentComponent— O n e important goal of the program Isfor each stu dent to learn a process for professional development. To meet the Increasing emphasis on pro fessional development, w e have designed this component with concrete objectives. The pur pose of this program Isto give students the tools they need to move Into the working world, or into graduate school. Ithighlights elements of the Philadelphia Urban semester and of students’ own experiences, and organizes them as guides to the working world. Students inventory transferable skills, research theirjob Interests, and learn to interpret job positions, preparing to m a p out a career plan. Resources for employment leads, references, or career Information are Identified. Students also develop the abilityto use the tools of a job search — resumes, in quiries, and interviews; they learn to describe the general structure of the world of work, itsprin ciples of entrance and advancement, and the moral dilemmas characteristic of the fields they wish to enter. Itishoped that thisismore than advice on obtaining a firstjob, but a guide to manag ing professional life. Women’sStudiesOpportunitiesinPhiladelphia— The Philadelphia Urban Semester pro vides field study placements and academic resources In W o m e n ’s Studies through a variety of disciplines. Within the City Seminar, and relevant elective courses, issues concerning the role of w o m e n in society are developed for both W o m e n ’s Studies Majors and non-majors — for anyone who is concerned with an understanding of contemporary urban society. Our re^ sources include courses (City Seminar and a W o m e n ’s Studies elective, along with Helping Others, Justice, and America’s Leading Sociai Issues); our full-time and elective faculty; placements in women's health care agencies, community and advocacy organizations, educa tional facilities, public relations, political groups, legal concerns, and personnel departments, to name only some possibilities; and consultants to the program who are active in programs forwomen. There are ample opportunities for work and study In the wide range of subjects and issues covered by the title “W o m e n ’s Studies.’’ ComputerFacilitiesinPhiladelphia— “Computer literacy” isa new term for a new set of skills that are Increasingly In demand by. students and employers alike. The Philadelphia Urban Semester offers hands-on workshops with microcomputers for such uses as word-processing, budgeting functions, and statistical analysis. Students can also learn the basics of program 200 ming languages. For those already "computer literate,” w e also offer placements working with computers In differentfieldsand applications, as weli as possibilitiesforindividual directed study.

The Chicago Metropolitan Semester Program Examining both suburban and urban characteristics of metropolitan life, this program emphasizes the challenge which the modern city presents to today’s and tomorrow’s Christian. Through seminars and apprenticeships throughout the metropolis, students acquire knowledge of the complexity of human, social, political, economic, historic, and esthetic features of city life in an effort to hone their personal values and prepare them to cope with the urban reality which will be in the inevitable locale of m a n y of their lives. The purposes of the program are to give students a greater understanding of the prob lems of a metropolitan society, develop skills and competencies in an area of work that is related to their career plans, and to develop a greater understanding of them selves as persons. The program emphasizes action, reflection and thinking, feelings and values. The curriculum consists of an internship in s o m e institution or agency, a series of seminars, and an independent research project. Students must be full time participants in the program and carry a m a x i m u m of 16 semester hours. Includes IDS 371-377. , 371.THE METROPOLITAN SEMINAR — The Metropolitan Seminar has two major goals: 1) To have students develop their understanding of the metropolitan environment, and 2) to in crease their positive value attitudes toward the metropolitan environment. The goals deal with

both thinking about and feelings toward the city. H o w do the structures and functions (institu tions) and spirit (values) of a metropolitan city affect the lives of the people in it? The seminar isdesigned to capitalize on the human and physical resources of the metropolitan area and will not overlap any more than is necessary with what students can better learn in their home colleges. THREE HOURS 373. V A L U E S S E M I N A R — The goals of the Values Seminar are to enable students to 1) gain an increasing awareness of their own values, 2) become more sensitive to the values of others, 3) analyze selected societal values and issues, 4) identify value conflicts in actual lifesituations, and 5) make decisions which relate value structures to everyday life. THREE HOURS 374. M E T R O P O L I T A N INTERNSHIP — Work internships are supervised both by staff members from the Metropolitan Center and by the professional field supervisor on the job. The technical supervision, on a day-by-day basis will be done by the field supervisors. Metropolitan Center staff members will help students relate their work to their goals, to the overall goals of the pro gram and to other kinds of activities of the program. EIGHT H O U R S (MAXIMUM) 375. I N D E P E N D E N T STUDIES — For students who need to do a special study because of special circumstances in their academic program. IDS 376. S E M I N A R O N FINE A R T S IN T H E CIT Y — An intensive exploration of the rich varie tyof fine artforms influenced by and available inthe citywith emphasis on theirhistoricaldevelop ment. Ituses a broad range of field experiences supported by reading, writing, classroom discus sion, and presentations by recognized authorities. THREE HOURS IDS 377. S E M I N A R O N HUMANITIES IN T H E CITY— An intensive exploration of the literature, history, philosophy, and religion of the city. Ituses a broad range of field experiences, supported by reading which interprets the city in a given historical period. The social philosophy and the religious forces which prevailed in these periods will also be examined. THREE HOURS

The Louisville Program 201 This program presents unusual opportunities for the broadening of advanced stu dents in psychology, sociology, biochemistry, microbiology, and premed programs. Since University Hospital, Louisville, Ky. is located in the inner city, in addition to ex perience in psychiatric services, there are also opportunities for students to b e c o m e involved in urban mental health and h u m a n services problems related to the courts, “ half-way house” establishments, and the problems of the poor and culturally de prived. T h e program’s two courses carry a total of twelve hours credit. Students selected by the screening committee m a y increase their n umber of credits by m a k ing arrangements with the department of their choice for permission to also take an Independent Study. T h e program operates both semesters and summers. Applica tion forms can be obtained from the Psychology Department. 325. An internship of 8-10 weeks in the psychiatric sen/ices of University Hospital under the supervision of the Director of Psychiatric Service (Dr. Herbert Wagemaker) and his staff. Stu dents work directly with residents, nurses, social workers and chaplains on the inpatient ward, in the outpatient clinic, in family and group therapy and in interviewing and screening of patients. Students gain extensive exposure to the diagnosis, treatment and follow-up of various psychiatric disorders. 329. This seminar isconducted at the psychiatric ward of University Hospital under the direct supervision of the Director of Psychiatric Service, Dr. Herbert Wagemaker, also Associate Pro fessor of Psychiatry at the University of Louisville School of Medicine. Itconsists of lectures and discussions conducted by the director, extensive use of videotape materials on psychopathol-

ogy, and assigned readings on psychotic, neurotic and characterologicai disorders. The seminar isdesigned to academically augment the Louisville Psychiatric Internship. A scholarly paper is required, detailing the knowledge and insights gained from the lectures, readings, and in ternship experience.

The N ew York Arts Program H o p e College students m a y take a semester in N e w York as part of the Great Lakes Colleges Association Arts Program. N e w York City’s unique resources— for instance, its museums, the Lincoln Center of Performing Arts, professional theatres, lecture series, etc. — m a k e possible an experience of the legacy of American art as well as its dynamic present. IDS 389. This program is designed to provide those students seriously interested in the per forming, visual and communication arts with an opportunity to experience the world of the established professional artists in N e w York City. A qualified student spends one semester or term living in N e w York as an apprentice to a producing artistor with an organization in the arts. At the same time, students participate in a specially designed program of seminars conducted by professionals, including G L C A staff members, in various areas of the arts. Applicants must consider themselves as beginning professionals and must have a mature, responsible attitude toward their art. Applicants should plan to visit N e w York City for an interview. Resident G L C A staff members assist students in finding both apprenticeships and housing. The program has two main goals: To provide advanced experience and knowledge in highly focused art areas (primarily through the apprenticeships), and to provide a broadened knowledge of all the arts as currently practiced in N e w York (primarily through the seminars). The means of achieving these goals are adapted to the requirements of the individual participants. Approval by the department is required prior to the student’s registering for the program, and the department must approve the student’s individual program before credit will be granted. The G L C A Arts Program should preferably be taken in the junior year or first semester of the senior year, although itisopen to a few qualified sophomores. The registrant must be accepted into the program by the Director of the Program. See also; Art 389, English 389, and Theatre 389.

202 The Washington Semester Program

This program introduces students w h o have excelled in a variety of disciplines to the process of national government and politics in the setting of the nation’s capital. Twelve students, selected from superior departmental majors, yvill attend biweekly seminars; take interviews with lobbyists and m e m b e r s of the legislature, executive, and judicial branches of government; and participate in internships of several kinds, in an effort to build skills related to future vocations for which their majors have prepared them. For further information, see page 113. IDS 349. May be used as a module in the program which istailored to each student’s vocational interests. >

The Senior Seminars T h e H o p e College catalogue introduces the college as an institution where life is re garded as G o d ’s trust to humankind. In this context students are helped to discover their individual abilities, and to develop as competent, creative, and c9 mpassionate h u m a n beings, devoted to serving G o d in all areas of life. From these aims the Senior Seminar’s core requirement w a s developed. Through personal assessment of one’s education and life view, the Senior Serninar is intended to serve as the capstone to an education at H o p e College. The Seminars are designed to help the student 1) consider h o w the Christian faith can form a philosophy for living, 2) articulate his or her philosophy for living in a coherent, dis-

QBDf@rdlf@lplin€iryStudies ciplined, yet personal way, 3) pi ovide an opportunity to understand secular contem porary values in Christian perspective. Senior Seminars are three hour courses offered both semesters. Students m a y elect from the following courses to fulfill the requirement. Courses should be taken by second-semester juniors and seniors unless by special permission from the Direc tor of Senior Seminars. 400. RELIGIOUS P E R S P E C T I V E S IN T H E D R A M A — An examination of the ways in which various religious perspectives, value systems, and world-views are reflected in drama, primarily of the modern period but with attention given also to the Greek classical and medieval theatre. Christian and non-Christian perspectives in drama will be considered and compared. Students will read selected plays, be responsible for oral presentations, and prepare a life-view paper attempting to clarify and organize their own perspectives and values. THREE HOURS RALPH 401. CHRISTIANITY A N D C O N T E M P O R A R Y C U L T U R E — An exploration of what itmeans to be a Christian in the modern world through reflection on the problem of Christ and culture in general and on such specific contemporary issues as Wealth and Poverty, Male and Female, W a r and Peace, Crime and Punishment. The goal isto connect biblical and theological think ing with the society in which w e live and, conversely, to evaluate our culture from an authen tically Christian perspective. THREE HOURS WESTPHAL 402. CHRISTIANITY A N D L I T ERATURE — Through an examination of a variety of literary statements — in poems, plays, films, novels, etc. — this course focuses on a major problem confronting the Christian and Christianity in the contemporary world. Representative variants: “The H u m a n Image,” “Crises and Correlations,” “The Search for Meaning.” T H R E E H OURS. ST A F F 410. P S Y C H O L O G I C A L R E S E A R C H A N D CHRISTIAN BELIEF — Explores such topics as values, mind and body, behavior and belief, freedom and determinism and related topics from the perspectives of psychological research and Christian thought. THREE HOURS MYERS 411. A U T O B I O G R A P H Y A S T H E O L O G Y — Students will write interpretive autobiographical accounts of their lifeand experiences with the help of some integrating principles or “controlling images” of their own personal choice. Reading and discussion will focus upon contemporary literary, psychological and theological sources as well as biblical materials. THREE HOURS HUTTAR 414. ETHICS IN M O D E R N S O C I E T Y — A course in the practice of ethics. Each student explores a contemporary ethical question in lightof the historic Christian faith. The subject areas are War and Peace, Justice, Sex and Love, Death and Life. THREE HOURS BOULTON 421. SCIENCE A N D H U M A N V A L U E S — An exploration of the ramifications of human actions in the physical world, this course exists to heighten awareness of western humankind's involve ment in nature, detailing the role of science and technology in creating problems and attempt ing solutions. THREE HOURS WILLIAMS, C R O N K I T E 441. H U M A N S A N D THEIR E N V I R O N M E N T — This course examines the psychological ef fects of the constructed environment (from homes to cities) on human behavior. Consideration is given to historical, cultural, and regligious perspectives. THREE HOURS V A N E YL 452. CHRISTIANITY A N D C O N T E M P O R A R Y A M E R I C A N C U L T U R E — An examination of the major tenets of the Christian faith and the various ways in which the Christian faith interacts with major phenomena in contemporary American culture such as technology, the arts, politics and social morality. ST A F F

454. MEDICINE A N D M O R A L S — The course poses questions raised by new advances in medical science and technoiogy, examines some basic optionsfor dealing with them, and helps students formulate an ethical perspective which isappropriate both to these new problems and to the Christian tradition. THREE HOURS VERHEY 456. B U S I N E S S A N D ETHICS — Examining the modes of life which prevail in the world of business, with a view toward deciding how life in the business world ought to be lived. JENTZ 457. CHRISTIAN T H O U G H T A N D T H E SPIRITUAL LIFE — A study of speculative mysticism and the Christian spiritual traditions with the aim of encouraging reflection on the relation be tween Christian thought and the lifeof prayer and contemplation. THREE HOURS PEROVICH

Readings and Research 490. INDIVIDUAL S T U D Y — An individual research project, investigating some topic in depth and culminating in a paper that demonstrates interdisciplinary scholarship and independent thought. Students who meet the Honors Project eligibility and present a paper that meets the standards established will have the course recorded as an Honors Project. May be repeated for additional credit, with a different project. Not limited to the senior level. Prerequisite; depart mental acceptance of application (forms available in department office). T H R E E to F O U R H O U R S STAFF BOTH SEMESTERS 491. C O N T R A C T C U R R I C U L U M — This course is specifically designated to cover Contract Curriculum programs. See pages 98-100. 495. U N A S S I G N E D S E N I O R S E M I N A R — Topics ofvarying content, considered from a Chris tian perspective, and requiring a capstone position paper. An approved Senior Seminar to which no other specific catalog listing has been assigned. THREE H OURS STAFF

MR. V A N IW A A R D E N , C H A I R P E R S O N ; MR. C A R O T H E R S , MR. S H E R B U R N E , MR. S T O U G H T O N , MR. TANIS, M R . V A N D E R V E L D E . Assisting Faculty: M R S . D E Y O U N G

The mathematics program includes courses in mathematical analysis, algebra, and statistics as well as a number of courses with a computer science orientation. A D E C V A X 11 /750 computer network gives students access to a large batch and time shar ing computer system. A Tektronix 4051 Graphic System that has built-in computa tional power and can also be used as a graphics terminal is available for student re search. A microcomputer laboratory contains TRS-80 Model III and Apple II Color microcomputers. These computers are used in several courses and are available for all students to use. T h e department continues to offer a strong program in mathematics which prepares a student for graduate school in leading universities in this country. Students with im mediate vocational interests have found that the mathematics major provides an ex cellent background for a position in industry, teaching, business, or government. Students are encouraged to have a strong component in an area in which mathe matics is used. S o m e suggested areas are computer science, physics, and e c o n o m ics. S o m e students choose to major in mathematics and minor in computer science, physics, economics, etc. Recent research projects were conducted by students with faculty m e m b e r s in the areas of: computer graphics computer art using parametric equations M.C. Escher-type art on a computer mathematical modeling data analysis statistics 205 graph theory All courses except Mathematics 100 and Mathematics 205 require a mini m u m of one year of high school algebra and one year of high school geometry. A n y course m a y be counted toward the three semester-hour graduation requirement in mathematics. M A T H E M A T I C S M A J O R ; A major in mathematics consists of a minimum of 30 hours of mathematics courses. This must include: (a) Math 135,136, 235,237,240,270 and 399, (b) Either Math 331 or Math 341, (c) A n additional 9 hours of mathematics courses numbered above 300. Each major program must include at least one of the following two-course sequences: 331 -332,341-342,361-362. The following mathematics courses m a y not be counted toward the major: 100,121,130,205,206,210,212,323. Ali majors must complete Computer Science 120. All majors should consult a departmental advisor. B.S. D E G R E E IN M A T H E M A T I C S : The requirements for a B.S. degree in mathematics consist of a m i n i m u m of 36 hours of mathematics courses. This must include: (a) All the courses listed in the definition of the mathematics major. (b) Both Math 331 and Math 341, (c) A n additional 12 hours of courses numbered above 300.

In addition, a m i n i m u m of 60 hours of courses from the natural sciences division are required. M A T H E M A T I C S E D U C A T I O N M A J O R : The mathematics education major is in tended only for students seeking elementary and/or secondary teaching certification. The requirements for the major in mathematics education are the s a m e as those for the mathematics major except that Computer Science 120 will count as a mathe matics course toward the major. Itis r e c o m m e n d e d that math education majors in clude in their program Mathematics 351 and 321. M A T H E M A T I C S M I N O R : A minor in mathematics consists of Mathematics 135,1^6, 235,237,240, and 270, plus an additional three hours from courses numbered above 270. Also, Computer Science 120 is required.

Mathematics Courses

206

100. T H E N A T U R E O F M A T H E M A T I C S — A Study of mathematics for the liberal arts student. Topics studied include number systems, set theory, nature of computers, programming in BASIC, probability and statistics. Not open to students w ho have completed a course in math ematics with a higher number. THREE HOURS STAFF BOTH SEMESTERS 121. S U R V E Y O F C A L C U L U S — A course in calculus for majors of business or social science. A study of basic calculus involving differentiation and integration of elementary functions and theirapplications to the social sciences. Prerequisite: Algebra and trigonometry. Alternate years, 1985-86. . THREE H OURS STAFF SPRING S E M E S T E R 130. P R E C A L C U L U S M A T H E M A T I C S — A study of functions including algebraic, exponen tial, logarithmic, and trigonometric functions and their inverses. Analytical geometry of the straight line, conics, and curve tracing. Binomial Theorem. Solution of inequalities. Prerequi sites: 2nd year algebra and plane geometry in high school. Not open to students who have c om pleted Mathematics 121. FOUR HOURS STAFF BOTHSEME 135. C A L C U L U S I— Functions, limits. Differentiation and integration of algebraic functions. Introduction to calculus of transcendental functions. Applications of the derivative. Prerequisite: Mathematics 130, or equivalent. . THREE HOURS STAFF BOTHSEME 136. C A L C U L U S II— Continuation of study of transcendental functions. Techniques of integra tion. Applications of integration. Improper integrals. Polar coordinates. Prerequisite: Mathe matics 135. THREE H O URS STAFF BOTHSEME 205. M A T H E M A T I C S F O R E L E M E N T A R Y T E A C H E R S — A course designed for prospective elementary teachers. Topics discussed will include the language of sets, rudiments of logic, operations and properties of number systems, geometry. For prospective elementary teachers only. THREE H O URS DeYOUNG FALL S E M E S T E R 206. M A T H E M A T I C S F O R E L E M E N T A R Y T E A C H E R S II— A continuation of Math 205. Topics discussed will include probability and statistics and further examination of number systems and geometry. For prospective elementary teachers only. Prerequisite: Mathematics 205. THREE HOURS DeYOUNG SPRING S E M E S T E R 210. I N T R O D U C T O R Y STATISTICS — A general introduction to the area of statistics for stu dents majoring in other departments. Includes study of the binomial and normal distributions with application of estimation and testing of hypotheses, non-parametric methods, regression and correlation, and analysis of variance. THREE H OURS STAFF BOTH SEMESTERS

212. L A B O R A T O R Y F O R I N T R O D U C T O R Y STATISTICS — The computer is used as a tool to aid in the learning and understanding of statistics. Experience given in the use of statistical analysis packages. Prerequisite or corequisite, Mathematics 210. ONE HOUR TANIS SPRING S E M E S T E R

235. MULTIVARIABLE C A L C U L U S — Functions of Several Variables. Partial derivatives. Multi ple integrals. Cylindrical and Spherical Coordinates. Line integrals. Green’s Theorem and Stoke's Theorem. Prerequisite: Mathematics 136. THREE HOURS STAFF BOTHSEMESTE

237. S E Q U E N C E S A N D SERIES — Convergence of infinite sequences and series. Power series. Taylor series. Prerequisite: Math 136. (Should be taken concurrently with Math 235) ONE HOUR STAFF BOTHSEMESTE 240. V E C T O R S A N D M A T R I C E S — Set theory, functions, matrices and linear systems, vec tor spaces, determinants, linear transformations, linear programming, eigenvalues and eigenvectors. Prerequisite: Mathematics 136, or permission of department chairperson. THREE HOURS VANDERVELDE, S T O U G H T O N BOTH SEMESTERS 242. APPLICATIONS O F V E C T O R S A N D M A T R I C E S — While some applications will be studied in Mathematics 240, this course is intended to supplement that material with a more in-depth study of applications in economics, biology, chemistry, physics and engineering. C o requisite: Mathematics 240. ONE HOUR VANDERVELDE, S T O U G H T O N BOTH SEMESTERS 260. DISCRETE S T R U C T U R E S — A survey of discrete mathematical concepts which are ap plicable to all of the Natural Sciences. Topics include sets, logic, relations, combinatorics. Boolean Algebra, mathematical induction, and graph theory. THREE HOURS STAFF SPRING S E M E S T E R 270. DIFFERENTIAL E Q U A T I O N S — First order and higher order ordinary differential equa tions and introduction to Laplace Transforms. Numerical techniques including graphing forfirst and higher order equations using the computer. Prerequisites or corequisites: Mathematics 235, 237. THREE HOURS VAN IWAARDEN BOTH SEMESTERS 295. STUDIES IN M A T H E M A T I C S — A course offered in response to student interest and need. Deals with particular mathematical topics which are not included in regular courses. Prereq uisite: Permission of instructor, or department chairperson. ONE, T W O or T H R E E H O U R S STAFF ANY SEMESTER 310. STATISTICS F O R SCIENTISTS — An introduction to the area of statistics for students majoring in natural or social sciences. The probability distributions studied include the normal (Gaussian), binomial, Poisson, Student'sT, chi-square and F. Statistical topics include estima tion, tests of statistical hypotheses, non-parametric methods, regression and correlation, analysis of variance. Data collected by students and/or professors in the sciences form an in tegral part of this course. A student may not receive credit for both Mathematics 310 and Math ematics 361. Prerequisite: Math 136. THREE HOURS STAFF BOTH SEMESTERS 321. H I S T O R Y O F M A T H E M A T I C S — This course isdesigned to give mathematics students in secondary education an opportunity to study the various periods of mathematical develop ment. Attention will be given to the early Egyptian-Babylonian period, the geometry of Greek mathematicians, the Hindu and Arabian contribution, the evolvement of analytical geometry since Descartes, the development of calculus by Newton and Leibniz, and non-Euclidean geometry. S o m e attention will be given to the methods and symbolisms used in problem solv ing during various periods of time. Alternate years, 1986-87. ONE HOUR SHERBURNE SPRING S E M E S T E R

207

323. TEACHING OF MATHEMATICS IN THE HIGH S C H O O L — Methods of teaching mathe

matics with emphasis on new approaches, curriculum changes, and trends in modern math ematics. S a m e as Education 323. Not counted towards a mathematics major or minor. T W O H OURS

DEYOUNG

SPRING SEMESTER

331. ADVANCED CALCULUS I— The real number system, sequences, functions, continui

ty, uniform continuity, differentiation. Theory of integration. Prerequisites: Math 235 and 237. THREE H O URS

STAFF

FALL SEMESTER

332. ADVANCED CALCULUS II— Functions of several variables, series, uniform convergence,

Fourier Series. Prerequisite: Math 331. THREE H OURS

STAFF

SPRING SEMESTER

334. COMPLEX ANALYSIS — Algebra and geometry of complex numbers, analytic functions,

complex integration, series, conformal mapping. Prerequisite: Mathematics 235,237, or consent of Department Chairman. Alternate years, 1985-86. THREE H O U R S

STOUGHTON, CAROTHERS

SPRING SEMESTER

341. ALGEBRAIC STRUCTURES I— An introduction to algebraic systems including a study

of groups, rings, and integral domains. Prerequisite; Mathematics 240, or equivalent. THREE H O URS

VANDERVELDE

FALL SEMESTER

342. ALGEBRAIC STRUCTURES II— A continuation of Mathematics 341 including a study

of topics in fields, Galois theory, advanced linear algebra, modules. Prerequisite: Mathematics 341. Alternate years, 1986-87. THREE H O URS

VANDERVELDE

SPRING SEMESTER

345. LINEAR A L G EBRA — Abstract vector spaces, matrices and linear transformations, deter

minants, canonical forms, the Hamilton-Cayley theorem, inner product spaces. Prerequisites: Mathematics 235,237 and 240. THREE H O URS

VANDERVELDE, S T O U G H T O N

FALL SEMESTER

351.COLLEGE G E O M E T R Y — A modern approach to geometry for students with some back

ground in calculus and an interest in secondary teaching. Attention is given to the role of ax ioms in elementary geometry and in the development of other geometries. Prerequisites; Mathematics 135 and junior standing, or permission of department chairman. Alternate years, 1986-87. 208 t h r e e H OURS

SHERBURNE

FALL SEMESTER

361. MATHEMATICAL PROBABILITY A N D STATISTICS I— Concepts of probability, probabili

ty as relative frequency, random variables, probability density functions, cumulative distribu tion functions, mathematical expectation, mean, variance, confidence intervals. Lecture, three hours per week for three hours credit. Prerequisites: Mathematics 235,237. A student may not receive credit for both Mathematics 310 and Mathematics 361. THREE H O URS

TANIS

FALL SEMESTER

362. MATHEMATICAL PROBABILITY A N D STATISTICS II— Continuation of Mathematics

361 emphasizing statistics. Estimation, testing of statistical hypotheses, regression and cor relation, analysis of variance. Lecture, three hours per week forthree hours credit. Prerequisite: Mathematics 361. THREE or FOUR H O U R S

TANIS

SPRING SEMESTER

363. LABORATORY FOR MATHEMATICAL PROBABILITY A N D STATISTICAL — The c o m

puter is used to aid in the learning and understanding of statistics. T w o hours per week. Co requisite: Math 361. Prerequisite: Computer Science 120. ONE HOUR

TANIS

FALL SEMESTER

364. LABORATORY FOR MATHEMATICAL PROBABILITY A N D STATISTICS II— Two hours

per week. Corequisite; Math 362. Prerequisite: Computer Science 120. ONE HOUR

TANIS

SPRING SEMESTER

372. NUMERICAL ANALYSIS — The source and analysis of computational error. Finding the

solution of an equation. Systems of linearequations. Interpolation and approximation. Numerical

integration. Prerequisites: Computer Science 120, and Mathematics 235 and 237. Strongly recommended: Math 240, Math 270. Alternate years, 1986-87. THREE HOURS STAFF SPRING S E M E S T E R 375. O P E R A T I O N S R E S E A R C H — Decision making using mathematical modeling and op timization. Linear programming. Network analysis. Dynamic programming. G a m e theory. Queueing theory. Computer programs may be written to implement these techniques. Prereq uisites: Computer Science 120, Mathematics 235,237,240, and either 310 or 361. Alternate years, 1985-86. THREE HOURS STAFF SPRING S E M E S T E R 399. M A T H E M A T I C S S E M I N A R — A weekly series of seminars featuring mathematics facul ty, mathematics students, and guests as speakers. All mathematics majors are expected to at tend. Those enrolled for credit will attend a weekly meeting for one semester to discuss topics in mathematics and to prepare a seminar talk and will attend the seminars for at least two SGITIGStGrS.

ONE HOUR VAN IWAARDEN BOTH SEMESTERS 434. E L E M E N T A R Y T O P O L O G Y — A systematic survey of the standard topics of general to pology with emphasis on the space of real numbers. Includes set theory, topological spaces, metric spaces, compactness, connectedness, and product spaces. Prerequisite or corequisite: Mathematics 332. Alternate years, 1986-87. THREE HOURS ST A F F SPRING S E M E S T E R 490. I N D E P E N D E N T S T U D Y A N D R E S E A R C H — Course provides opportunity for a junior or senior mathematics major to engage in an independent study project or a research project in an area of mathematics in which the student has special interest. Prerequisite: Permission of the chairperson of the department. ONE, T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 495. A D V A N C E D STUDIES IN M A T H E M A T I C S — Offered as needed to cover topics not usually included in the other mathematics courses. A student m ay enroll for either or both semesters. Prerequisite: Permission of the chairperson of the department. ANY SEMESTER ONE, T W O or T H R E E H O U R S STAFF

209

M R . S H A R P , C H A I R P E R S O N ; M R . A S C H B R E N N E R , M I S S C O N W A Y , M R . DAVIS, M R . F L O Y D , MR . G R A Y , M I S S H O L L E M A N , M R , K O O I K E R , M I S S M O R R I S O N , M R . R I E T B E R G , M R , R I T S E M A . Assisting Faculty: M R S . D A U S E R , M R S . E N G S T R O M , M R . E R I C K S O N , M R S . F L O Y D , M R . F O R M S M A , M R . J A C K S O N , M R S . K R A F T , M R . C. L A N G E J A N S , M R . T. L A N G E J A N S , M R . M A L F R O I D , M R S . P A L M A , M R . V A N LENTE, MRS. W A R N A A R .

T h e department of Music of H o p e College has two aims â&#x20AC;&#x201D; to supply the liberal arts student with an elective musical background which will assist him in being aware and appreciative of the growing musical heritage of civiiization, and to train the student w h o wishes to m a k e music his individual vocation. A student in the first group will find ample opportunity to enrich his musical knowledge by enrolling in the Introduction to Music course, in any of the Applied Music courses, or by m e a n s of membership in any of the music ensembles. Students in the second group, ifthey desire to teach music, can elect either the Bachelor of Music in Instrumental Music Education or the Bachelor of Music in Vocal Music Education degrees, permitting them to teach music from kindergarten through the twelfth grade; the degree will not be awarded until the student has gained Michigan provisional teacher certification; ifstudents desire to be performing artists, they should select the Bachelor of Music in Performance proÂ gram; ifthey wish to major in music under the Bachelor of Arts degree, they m a y do so in either Music Literature and History, Theory, or in Church Music Education. All of the above programs are designed as basic toward continued study in graduate schools of music. Students enrolled in the music program at H o p e College engage in a wide variety of experiences outside the classroomm a n y are directing choirs in area churches several are teaching private instrumentai lessons s o m e have organized c o m b o s and piay in area night spots 210 several instrumentalists play in area sym p h o n y orchestras Graduates of the Music Department are currently serving as: a teacher of musicology at a major university a first hornist in the N e w York Philharmonic Orchestra a librarian at the Sibley Library in the Eastman Schooi of Music director of music at a prominent Pennsylvania church teachers in various elementary and secondary schools a leading baritone in a prominent Eastern opera c o m p a n y a soprano in a G e r m a n operatic c o m p a n y M A J O R : A student w h o wishes to major in music, under either the Bacheior of Music or the Bachelor of Arts degree programs, must start work in the department in his Freshman year, foliowing the suggested scheduie ciosely. Ifpossible, students should indicate their preference in the application for admission to H o p e College. Formal application for majoring takes place at the close of the sophomore year. M I N O R : T h e requirements for the optional Music Minor are as follows: Music 111,112 8 hours Music 197 . 2 hours Music 101 3 hours Choice of one Music Lit Course: Music 321,323,325 or 328 3 hours

Applied Music 8 hours (Two hours of this m a y be in ensemble groups) TOTAL: 24 hours T h e Music Minor requirements for elementary teacher certification are 25 hours of music as follows: Music 111,112 8 hours Music 101 3 hours Music 197 2 hours Music 300 3 hours Ensemble 2 or 3 hours Applied Music _ _ _ _ _ _ _ _ _ _ 6 or 7 hours TOTAL: 25 hours T h e Music Minor requirements for secondary teacher certification are 24 hours of music, as follows: Music 111,112 8 hours Music 101 3 hours Music 197 2 hours Music 370 or 376 2 or 3 hours Ensemble 2 hours Applied Music 6 hours TOTAL: 24 hours B A C H E L O R O F M U S I C IN V O C A L M U S I C E D U C A T I O N Core Curriculum: Expository Writing (4), Mathematics (3), Cultural History (6) divided between A and B components and chosen from the following courses: English 231,232; History 130,131; Philosophy 219,220. Social Science (3), Natural Science (4), Foreign Language (7), Religion (6), Physical Education (2), Senior Seminar (3). Total: 38 hours Basic Musicianship: 101,111,112,197,211,212,297,311,315, 321,323, 325, 491. , Total: 40 hours Performance: Applied Major Area (14), Applied Minor Area{4), E n 足 Total: 22 hours semble (4) to be distributed over seven semesters. Music Education: 300 (3), 333 or 336 or 339 (2), 344 (2), 375 (2), Total: 11 hours 376 (2). Professional Education: 220 (4), 285 (3), 330 (3), 360 (4), 500 (3), 485(10) Total: 27 hours Grand Total: 138 hours B A C H E L O R O F M U S I C IN I N S T R U M E N T A L M U S I C E D U C A T I O N Core Curriculum: S a m e as program above. Total: 38 hours Basic Musicianship: 101,111,112,197,211,212,297,311,315, 321,323,325, 341,491. Total: 43 hours Performance: Applied Major Area (14), Ensemble (4) to be distrib足 uted over seven semesters. Total: 18 hours Music Education: 300 (2), Instrumental Methods Classes (5), 342 (2), 370 (3). Total: 12 hours Professional Education: 220 (4), 285 (3), 330 (3), 360 (4), 500 (3), 485(10). Total: 27 hours Grand Total: 138 hours

Every student whose major applied instrument is brass, wind or percussion is required to be a m e m b e r of the wind ensemble for a m i n i m u m period of three years. Every student whose major applied instrument is strings is required to be a m e m b e r of the orchestra for a m i n i m u m of three years. B A C H E L O R O F M U S I C IN P E R F O R M A N C E

Core Curriculum: Expository Writing (4), Mathematics (3), Cultural History (6) divided between A and B components and chosen from the following courses: English 231,232; History 130,131; Philosophy 219,220. Social Science (3), Natural Science (4), Foreign Language (7), Reli gion (6), Physical Education (2), Senior Seminar (3). Total: 38 hours Basic Musicianship: 101,111,112,197,211,212,297,311,315, Total: 45 hours 321,323,325,341,342 or 344,491. Performance: Applied Major Area (24), Applied Minor Area (8), E n semble (4), to be distributed over eight semesters. Lit Total: 39 hours erature and Pedagogy (3). Electives: 7 hours Grand Total: 129 hours B A C H E L O R O F A R T S W I T H A M A J O R IN M U S I C

The program for this major requires that the student apply for a major to the chairper son of the department during his freshman year. T h e basic requirement in general studies is the core program. The chairman, or an advisor from the department, will work out a program of study to meet the major requirements and to ensure the de velopment of a program which meets the individual needs and abilities of each student. Major areas of study include the history of music, music theory and composition with 212 a strong emphasis on performance. T h e degree basically will serve those students w h o plan to continue their music education in graduate or professional schools. B A C H E L O R O F A R T S IN M U S I C W I T H A C H U R C H M U S I C E D U C A T I O N E M P H A S I S — Designed for the student w h o plans a career in Christian Education in the

church. Core Curriculum: Expository Writing (4), Mathematics (3), Cultural History and Language (19), Social Science (6), N a tural Science (8), Fine Arts (including Music 101) (6), Religion (must include 111,121,131,141, or 151 and an appropriate upper-level religion course (6), Phys ical Education (2), Senior Seminar (3). Total: 57 hours Basic Musicianship: 111,112,197,211,212,(297 ifnecessary), 311, or 315,321 or 323 or 325; 328,491. Total: 29 or 31 hours Performance: Applied Major Area (12), Minor Area (4), Ensemble (4). Total: 20 hours Music Education: 300,344,350 or 337; 375, (295 — Supervised Field Work). Total: 11 or 12 hours Additional Requirements: Religion 352, Electives (3 or 6) Total: 6 or 9 hours Grand Total: 126 hours

General Introductory Courses: 101. I N T R O D U C T I O N T O M U S I C — Development of skills in listening intelligently to music, with emphasis upon the development of music as an art. May be taken in partial fulfillment of the College Fine Arts Requirement. THREE HOURS STAFF BOTH SEMESTERS 103. F U N D A M E N T A L S O F M U S I C — A course forthe non-music major. Itincludes principles of music notation, basic keyboard skills (scales and triads) and elementary sight-singing. ONE HOURS STAFF BOTH SEMESTERS

Theoretical Courses: 111. THEORY I— For music majors and minors with emphasis on the fundamentals of music. ,The study of triads, intervals, four-part harmony, sight singing, melodic and harmonic dicta tion. Students must take Keyboard Skills concurrently with this course. FOU R H O U R S

RIETBERG

FALL SEMESTER

112. THEORY I— Continuation of course 111. Introduces seventh chords, modulation, and the study of four-part writing. Dictation and keyboard drill are continued. FOU R H O U R S

RIETBERG

SPRING SEMESTER

Keyboard Skills is required for all students studying Theory. Placement is by audition. 197A. K E YBOARD SKILLS — Designed for students with little or no previous piano back ground; beginning repertoire, scales, studies are covered, as well as elementary harmoniza tion, improvisation and other functional skills. ONE HOUR

CONWAY

BOTH SEMESTERS

197B. KEYBOARD SKILLS — Practical piano training for students w ho evidence a degree of proficiency. Deals with harmonization, improvisation, transposition, and sight reading tech niques. ONE HOUR

ASCHBRENNER

BOT H SEMESTERS

197C. KEYBOARD SKILLS— Open to student whose major instrument ispiano or organ, e m phasis on afunctional approach to the keyboard. Harmonization, transposition, improvisation, 213 and practical harmonic vocabulary are stressed. ONE HOUR

CONWAY

BOTH SEMESTERS

211. THEORY II— Prerequisite: 111 and 112, first year piano proficiency. A continuation of

Theory I,including keyboard harmony, dictation, and sight singing. The study of harmony will proceed from figured and unfigured bass and soprano harmonization and include techniques of 19th century composition. Course meets daily. Students deficient in keyboard must take Keyboard Skills concurrently with this course. FOUR H O U R S

ASCHBRENNER, DAVIS

212. THEORY II— Continuation of course 211. FOUR H O U R S ASCHBRENNER, DAVIS

FALL SEMESTER SPRING SEMESTER

213. COMPOSITION— Aclass designed forstudents with prior music composition background,

especially those who are interested in becoming composition majors. The class will involve the writing of exercises, the completion of analytical assignments and free composition. Workshop performances of student compositions will be included. The course m ay be repeated. Prereq uisites: Music 111,112, or permission of instructor. T W O HOURS

FLOYD

BOTH SEMESTERS

295. STUDIES IN MUSIC — A lecture dr seminar class In a special topic offered at the

sophomore level. T W O or THREE H O U R S

STAFF

297A. KEYBOARD SKILLS — Continuation of course 197A. ONE HOUR CONWAY

BOTH SEMESTERS

297B. K E Y B O A R D SKILLS — Continuation of course 197B. ONE HOUR CONWAY

BOTH SEMESTERS

HOLLEMAN

BOT H SEMESTERS

311. F O R M A N D ANALYSIS — A practical and analytical course in the structure of music, as well as the harmonic and polyphonic devices employed in representative major works. Prereq uisite: Theory Iand Theory II. THREE H O URS

ASCHBRENNER

FALL SEMESTER

315. COUNTERPOINT — A practice of the techniques used in eighteenth-century composi tion and a study of the style and literature of the period. THREE H OURS

DAVIS

SPRING SEMESTER

321. MUSIC LITERATURE OF THE CLASSIC A N D ROMANTIC PERIODS — Includes the

history and literature of music after 1750 and extending through the Romantic Period. Special emphasis is placed on the works of Haydn, Mozart, Beethoven, and Schubert. Prerequisite: Music 101, or consent of instructor. THREE H OURS

DAVIS

SPRING SEMESTER

323. W A G N E R A N D THE TWENTIETH CENTURY - Music history and literature of Wagner,

the later Romantic composers, and composers of the Twentieth Century. Prerequisite: Music 101,or consent of instructor. THREE H O U R S

STAFF

FALL SEMESTER

325. MUSIC LITERATURE BEFORE 1 750 — The music from the time of the Greeks through the works of Bach and Handel, with emphasis on the use of illustrative materials and record ings. Prerequisite: Music 101, or consent of instructor. Alternate years, 1985-86. THREE H O U R S

RITSEMA

SPRING SEMESTER

327. O R G A N LITERATURE — A survey of the various periods of organ composition,with em-

214

phasis upon the study and performance of representative works. Alternate years, 1985-86. T W O HOURS

DAVIS

FALL SEMESTER

328. MUSIC IN THE CH U R C H — A study of the nature and meaning of Christian worship; the legacy of temple and synagogue worship; early Christian worship; the worship of the Ro m a n Church; Reformation liturgies; a study of hymnology and a survey of the great music of the church, including the development of the anthem and oratorio. THREE H OURS

RIETBERG

SPRING SEMESTER

330. PIANO METHODS — Introduces methods and materials used in teaching elementary and intermediate piano for private and class instruction at all age levels. Students other than m a jors may register upon consent of the piano staff. Includes supervised student teaching in elec tronic piano lab. T W O H O URS

CONWAY

FALL SEMESTER

333. STRING APPLIED MET^IODS I— A course in the fundamentals of playing and teaching string instruments. Designed primarily for the instrumental music major. Alternate years, 1985-86. ONE H O U R

RITSEMA

FALL SEMESTER

334. STRING APPLIED METHODS II— Continuation of Course 333. Alternate years, 1985-86. ONE HOUR RITSEMA SPRING SEMESTER

336. W O O D W I N D METH O D S I— A course in the fundamentals of playing and teaching wood wind instruments. Designed primarily forthe instrumental music major. Alternate years, 1985-86. ONE HOUR

VOTTA, W A R N A A R

SPRING SEMESTER

337. VOCAL PEDAGOGY A N D LITERATURE — A required course for vocal performance m a jors and strongly recommended for vocal music education majors. The study involves the three main styles of vocal literature and combines contemporary vocal teaching techniques with rep resentative solo material. Alternate years, 1986-87. THREE H O U R S

MORRISON

FALL SEMESTER

338. DICTION FOR SINGERS — A course which prepares the voice student to study and to

perform songs and operas in the most important languages of music literature. Alternate years, 1986-87. T W O H OURS

SHARP

M A Y TERM

339. BRASS A N D PERCUSSION M E T H O D S — A course in the fundamentals of playing and

teaching brass and percussion instruments. Alternate years, 1985-86. ONE HOUR

STAFF

SPRING SEMESTER

340. W O O D W I N D M E T H O D S II— Continuation of course 336. Alternate years, 1985-86. ONE HOUR FLOYD, W A R N A A R SPRING SEMESTER 341. ORCHESTRATION — Principles of scoring for small string and wind ensembles, sym

phonic orchestra and symphonic band. Includes practical arranging for marching band and for chamber orchestra. Alternate years, 1986-87. THREE H O URS

RITSEMA

FALL SEMESTER

342. INSTRUMENTAL CONDUCTING — A practical study of conducting instrumental music.

A study of fundamentals of conducting and experience in conducting a small instrumental ensemble. Alternate years, 1986-87. T W O HOURS RITSEMA SPRING SEMESTER 344. CH O R A L CONDUCTING — A practical study of conducting choral music. The re

quirements for the first two years of a music major are advisable as a prerequisite. Alternate years, 1985-86. T W O HOURS

RIETBERG

FALL SEMESTER

350. SERVICE PLAYING — Instruction in anthem and oratorio accompaniment, conducting from the console, and improvisation. Prerequisite: 1Vi years of organ. Recommended fororgan majors. Alternate years, 1986-87. T W O HOURS

RIETBERG

SPRING SEMESTER

370. SECONDARY INSTRUMENTAL M E T H O D S A N D ADMINISTRATION — The problems

peculiar to the teaching of instrumental music in both class and private instruction. Sections devoted to the selection of texts and music, the selection, care, and repair of orchestral in struments, and the marching band. The requirements for the first two years as a music major are advisable as a prerequisite. Alternate years, 1985-86. ' THREE H O U R S

LANGEJANS

FALL SEMESTER

375. MIDDLE SCHOOL MUSIC M E T H O D S — Observation, teaching techniques in the general

music class and chorus. Study of materials, administration. Junior and Senior Music majors only, others by permission; recommended prerequisite. Music 300. Alternate years, 1985-86. T W O HOURS

HOLL E M A N

SPRING SEMESTER

376. SECONDARY CHORAL M E T H O D S — The development and observation of teaching pro

cedures in the Jr. and Sr. high school choral program with emphasis upon vocal literature, choral style, and rehearsal techniques. Alternate years, 1986-87. T W O HOURS

STAFF

FALL SEMESTER

490. INDEPENDENT STUDY — This course is designed to give students majoring in music

an opportunity to do research in a field of Music History or Theory in which they have a particular interest. The student will submit a formal application which must be approved by the Music Faculty. T W O or THREE H O U R S

STAFF

BOT H SEMESTERS

491. SENIOR SEMINAR IN MUSIC — A required senior music course designed to assist ad

vanced students in the problems of music and to act as an additional survey of theoretical and

music literature materials. Includes an oral comprehensive examination, as well as indepen dent study. T W O HOURS

KOOIKER

FALL SEMESTER

495. STUDIES IN MUSIC — A lecture or class in a special topic for music majors. T W O or THREE H O U R S

STAFF

APPLIED MUSIC C O U R S E S

Applied Music courses are available to all students, from beginners to advanced. Private or class instruction is by advisement of the faculty, depending upon the stu dent’s degree of preparation. All music majors except first semester freshmen are required to pass an examination each semester under the jury system. For Applied Music fees, see index. In partial fulfillment of music major requirements, seniors, majoring in applied music wiil give a full length evening recital and seniors majoring in music education wili share in a joint evening recital. All juniors majoring in performance will give either a partial or full recital, the length to be at the instructor's discretion. Exceptions to recital re quirements will be granted only by a decision of the music faculty recital committee. Ail private lessons are of 30 or 45 minute duration. Lessons in Applied Music will not be m a d e up unless students notify the instructor a reasonable time in advance of their absence. Private lessons falling on iegai and special holidays will not be m a d e up. All Applied Music students are required to fulfillpractice time requirements, consisting of at least one hour per day for each weekly piano, organ, or instrumental lesson. Qualified students studying piano privately are required to accompany for a minimum of one lesson per w e e k during course study. T w o hour credit courses are open to all students, including non-music majors. Three hour credit courses are open only to performance majors and to other music majors with the recommendation of the facul ty. All students studying applied music meet for a class each W e d n e s d a y from 3:30 to 4:20 p.m. A P P LIED M U S I C — PRIVATE I N S T R U C T I O N 21

6 Applied lessons are either one-half hour lesson per week, receiving two hours credit per semester, or one forty-five minute lesson per week, receiving three hours credit per semester. Students should audition prior to registration. APPLIED MUSIC

161 Flute; 162 Oboe; 163 Clarinet; 164 Saxophone; 165 Bassoon; 166 Horn; 167 Trumpet; 168Trombone; 169 Baritone; 170Tuba; 171 Percussion; 172 Harp; 173 Violin; 174 Viola; 175 Cello; 176 String Bass; 177Organ; 178 Harpsichord; 179 Piano; 180 Guitar; 181 Voice; 185 Early Instruments. APPLIED MUSIC — C L A S S INSTRUCTION

186. GUITAR CLASS, BEGINNING — Open to all students. A classical guitar is required for this course. T W O H OURS

MALFROID

BOTH SEME

187. GUITAR CLASS, INTERMEDIATE — A continuation of the above. T W O HOURS

MALFROID

BOTH SEMES

190. PIANO CLASS, BEGINNING — Open to allstudents who are beginning piano study, with the exception of piano majors to w h o m itIs closed entirely. Limited to four hours total credit. T W O H O URS

PALMA

191. PIANO CLASS, INTERMEDIATE — A continuation of the above. T W O H O URS PALMA

BOTH SEMES

192. VOICE CLASS, BEGINNING - -Open to allstudents, with a limitof four hours total credit; meets twice weekly. MORRISON BOTH SEMESTERS T W O HOURS 193. VOICE CLASS, INTERMEDIATE - ■A continuation of the above; meets twice weekly. MORRISON BOTH SEMESTERS T W O HOURS

ENSEMBLES — C H O R A L A N D INSTRUMENTAL 115. CHAPEL CHOIR — Membership of approximately 70 voices determined each Spring by auditions from members of the College Chorus. ONE HOUR

RIETBERG

BOTH SEMESTERS

116. COLLEGE CHO R U S — Membership open to all interested students. ONE-HALF H O U R RIETBERG BOTH SEMESTERS

120. ORCHESTRA — Offers music majors and non-majors alike the opportunity to perform m a jor works from the standard orchestra repertoire. The 60 member organization gives several concerts throughout the academic year and regularly features renowned faculty and guest soloists. ONE HOUR

RITSEMA

BOTH SEMESTE

130. WIND ENSEMBLE — An ensemble of 40 members which performs standard band literature as well as music utilizing the concept of one player per part. Performs four concerts on c a m pus as well as trips to other cities and schools. ONE HOUR

FLOYD

BOTH SEMESTE

133. VARSITY BA N D — Rehearses marches and popular band literature for performance at athletic games and other campus events.

135. JAZZ ENSEMBLE — Performs standard big band literature as well as newer charts. Im provisation is stressed, but there isoften a place for less experienced improvisers. Performs two campus concerts, school concerts, and appears in jazz festivals.

ONE-HALF H O U R

140. COLLEGIUM MUSICUM — VOCAL — Study and performance of vocal music of the Medieval. Renaissance, and Baroque eras. Membership determined by audition at the beginning of the first semester. '

ONE-HALF H O U R

FLOYD

SHARP

BOTH SEMESTE

BO T H SEMESTE

217

BOTH SEMESTERS

141 .COLLEGIUM MUSICUM — INSTRUMENTAL — Study and performance of instrumental music of the Medieval, Renaissance, and Baroque eras. ONE-HALF H O U R

RITSEMA

BOTH SEMESTE

150. SYMPHONETTE — Membership determined by audition atthe beginning of the Fall term. ONE-HALF H O U R

RITSEMA

BOTH SEMESTE

155. OPERA W O R K S H O P — A workshop involving stage movement, acting and singing in the context of opera or operetta literature. All students will participate in scenes or fullproductions. During one year scenes of some of the great operas will be performed and on the alternate year a full production will be performed. By permission of instructor only. ONE HOUR

MORRISON

SPRING SEMESTER

160. CHAMBER ENSEMBLES — By arrangement with a faculty member, chamber ensembles can be formed. The literature to be studied will determine the membership of the ensemble. ■ ONE-HALF H O U R

STAFF

BOTH SEMESTE

MS. KIELINEN, C H A I R P E R S O N ; MS. B U R D E N , MS. D A N F O R D * , MS. D O O R N B O S ' , MS. G O R D O N , MS. L E E N , M R . M A N S E N , M S . M E D E M A * ,M S . R U B I N G H * ,M R . S Y T S M A , M S . T I M M E R M A N S * .Lecturers: M S . MILLER, M S . S T A C H E L , M S . S T A U F E N B E R G , M S . V A N D E R V E E N .

The Department of Nursing seeks to provide broad educational and professional ex periences within the context of a Christian liberal arts education. The program is designed to prepare beginning practitioners of nursing w h o are capable of integrating their knowledge, skills and attitudes to provide quality nursing care for people of all ages and in a variety of settings. T h e baccalaureate nursing program is offered cooperatively with Calvin College in Grand Rapids. O n e department, known as the Hope-Calvin Department of Nursing, incorporates students from both H o p e and Calvin Colleges in junior and senior level nursing courses. Students enrolled in the nursing program engage in a wide variety of clinical nurs ing experiences. Butterworth Hospital and Holland Community Hospital serve as Clinical Education Centers, providing opportunities to care for people w h o need the knowledge and skills of the nursing profession. Pine Rest Christian Hospital provides for learning experiences in psychiatric/mental health nursing and a variety of c o m munity agencies offer students an opportunity to care for clients outside of a hospital setting. U pon completion of all requirements, students receive a Bachelor of Science degree in Nursing (BSN) from H ope College and are eligible to take state licensing examina tions to b e c o m e a registered nurse (RN). Alternatively, itis possible for the student ' to receive a Bachelor of Arts degree with a major in nursing. Students are encouraged to contact the Nursing Department for further information. 218 M A J O R A student w h o wishes to pursue a degree in nursing should start work on pre-nursing requirements in the freshman year, following the suggested schedule closely. Ifpossi ble, students should indicate their interest in nursing on the application for admis sion to H o p e College. A formal application to the Hope-Calvin Department of Nurs ing must be submitted by January 15th of the sophomore year. Applicants should be aware that admission to the nursing program is selective and is not guaranteed by a student’s acceptance to the College. Information concerning admission criteria and procedures is available in the office of the Nursing Department. B A C H E L O R O F S C I E N C E IN N U R S I N G : Pre-Nursing Courses: These 33 hours must be completed prior to beginning nurs ing coursework. ' Biology 111,221,222, and 295 (Biology of Microorganisms) Chemistry 101 and 102 Psychology 100 and 230 Sociology 101

'Calvin College Appointment

Cultural History and Language; Foreign Language (one 4-hour course) English 231 or 232 History 130 or 131 Philosophy 219 or 220 (Both A and B blocks must be chosen) Fine Arts: one course selected from: Art 160, IDS 101, Music 101, or Theatre 101,105,153 Religion: one course selected from; Religion 1 1 1 ,1 31,211,212,215,216,221,222,231,321,333,335, or 351 Physical Education; P.E. 140 Senior Seminar: select one course Electives: Five courses selected from areas of interest. At least 3 hours must be chosen from departments offering courses which satisfy the core components of cultural history and language, fine arts, or religion. Nursing Courses: 301 (4), 311 (3), 321 (3), 352 (6), 373 (3), 375 (5), 401 (6), 425 (5), 472(2), 474 (7), 482 (4). 301. C O N C E P T S O F N U R S I N G — Concepts of Nursing introduces the nursing student to the theory and practice of professional nursing. The course focuses upon the concepts of Man, Health and Nursing. Prerequisite: Matriculation in the nursing major. Corequisites; N U R S 311 and 321. FOUR HOURS FALL S E M E S T E R 311. C O M M U N I C A T I O N , RELATIONSHIPS A N D T H E N U R S I N G P R O C E S S — Communica tion skills, relationship development, health assessment and decision making as they relate to the nursing process. Clinical experiences provide opportunities for the application of theoretical concepts to well clients. T w o hours of theory and seven hours of clinical practice per week. In addition individual family visitswill be arranged. Prerequisite; Matriculation in the nursing major. Corequisites; N U R S 301 and 321. THREE HOURS FALL S E M E S T E R 321. S T R A T E G I E S F O R N U R S I N G A S S E S S M E N T A N D INTERVENTION — This course is designed to assist students in developing general physical assessment skills and basic pro cedural skills necessary in providing nursing care to clients. The course consists of two hours of theory presentation and three hours of laboratory per week. Prerequisite: Matriculation in the nursing major. Corerequisites; N U R S 301 and 311. . THREE HOURS FALL S E M E S T E R 352. ALTERATIONS, A D A P T A T I O N S A N D N U R S I N G I— An introduction to the adaptation process of clients in altered states of health. Consideration is given to pathophysiology, socio cultural factors, and developmental concepts. The role of the professional nurse isexamined with respect to leadership, legal-ethical issues, standards of practice, and research. The course consists of four hours theory presentation and two hours of seminar discussion each week. Prerequisites: N U R S 301,311, and 321. Corequisite: N U R S 375 (choose two components). SIX H O U R S SPRING S E M E S T E R 373. A C U T E C A R E N U R S I N G — An in-depth exposure to the reality of nursing practice pro viding around-the-clock care for clients with alterations of health status. The four week ex perience includes 136 hours of nursing care with examinations during the fourth week. Prereq uisites; N U R S 352 and N U R S 375 (two components). THREE HOURS MAY-JUNE T E R M

375. NURSING CARE OF CLIENTS IN ALTERED STATES OF HEALTH I— Clinical nursing

practice in a nursing speciality area provides students with an opportunity to apply core theory within a nursing setting. Clinical conferences are held weekly. Students select two different clinical components while taking N U R S 352. The course consists of sixteen hours of clinical laboratory a week. Component 1 — Nursing Care of Child Bearing Families Component 2 — Nursing Care of Children Component 3 — Mental Health Nursing Component 4 — Nursing Care of Adults Prerequisites: N U R S 301,311, and 321. Corequisites: N U R S 352. Frequency of Offerings: Spring semester, students select two clinical components concurrently with N U R S 352. FIVE H O U R S

SPRING SEMESTER

401. ALTERATIONS, ADAPTATION A N D NURSING II— This course isdivided into core-theory

and seminar. Core-theory focuses on nursing care of clients in situations where lifeprocesses are threatened. Alterations in physiological regulation, associated psychosocial aspects of in dividual and family adaptation, and the multidimensional role of the nurse are considered. A concurrent seminar provides opportunities forthe student to make relationships between core theory and clinical nursing experiences. The course consists of four hours theory presentation and two hours of seminar discussion each week. Prerequisites: N U R S 373, two sections N U R S 375. Corequisite: N U R S 425 (2 components not taken in N U R S 375). SIX H O U R S

FALL SEMESTER

425. NURSING CARE OF CLIENTS IN ALTERED STATES OF HEALTH II- This course isa

continuation of N375. Clinical nursing practice in nursing specialty areas provide students with an opportunity to apply core theory within a nursing setting. Clinical conferences are held weekly. Students select two different clinical components while taking N401.The course consists of 18 hours of clinical laboratory a week. Component 1 — Nursing Care of Child-Bearing Families Component 2 — Nursing Care of Children Component 3 — Mental Health Nursing Component 4 — Nursing Care of Adults 220 Prerequisites: N352,373,375. Corequisite: N401.Students select two clinical components con currently with N401. FIVE H O URS

FALL SEMESTER

-472. INDIVIDUALIZED CLINICAL NURSING — An individualized clinical nursing experience

designed to meet specific learning needs of students. An opportunity is provided to select a' clinical setting of interest. All nursing shifts and working days are used. The weeks include a minimum of 96 hours of clinical practice. Prerequisites: N U R S 401 and 375. T W O H O URS

JANUARY INTERIM

474. NURSING M A N A G E M E N T FOR G R O U P S OF CLIENTS — This course gives students the opportunity to synthesize nursing theory and skillspreviously learned as well as opportunities for development of a more advanced level of nursing practice. Clinical components include ex perience in institutional in-patient and out-patient community settings. Students focus on nursing management of goups of clients. Nursing theory is presented in weekly seminars. Clinical ex periences provide opportunities for students to relate theory to practice. Prerequisites: N U R S 401.425, and 472. Corequisite: N U R S 482. SEVEN H O URS

SPRING SEMESTER

482. NURSING IN TRANSITION — This core theory course focuses upon expanding the stu

dents understanding of professional nursing. Itexplores organizational structure within the health care system. Emphasis is given to multi-dimensional aspects of nursing including teaching groups, research in nursing and legal-ethical issues. Prerequisite: N U R S 472. C o requisite: 474. FOUR H O U R S

SPRING SEMESTER

M R . W E S T P H A L , C H A I R M A N ; M R . J E N T Z , M R . K E N N E D Y , M R . P E R O V I C H . Assisting Faculty: M R . LUCHIES

Philosophy is a style of thinking and an historical tradition of thought; or rather, itis several styles (analytical, speculative, descriptive) and several traditions (eastern, western). It is at once the questioning search for meaning and truth throughout the whole of h u m a n experience and the history of such critical reflection. W e engage in philosophical thinking both through thoughtful dialogue with important thinkers in the history of philosophy (see the courses listed below under II) and through disci足 plined reflection on the substantive issues w e have inherited from the tradition (see the courses listed below under Iand III).This contributes to the overall goals of liberal education in at least three ways: 1. To live as free and responsible m e m b e r s of our society requires an under足 standing of our past as an inheritance to be gratefully received and critically carried on. Since philosophy is an important part of our cultural heritage, its study belongs to the preparation for thoughtful citizenship in the broadest sense of the term. 2. Philosophical questions, whatever their specific content, have a tendency to b e c o m e ways of asking the question. W h o a m I? Consequently the study of philosophy relates directly to that quest for personal identity which is often particularly intense in early adulthood. This does not presuppose that one starts with nothing in a w a y of answers, however. For the thinker w h o c o m e s to philosophy as a Christian, for example, reflection takes the form of faith seeking understanding. 3. The roles of other disciplines and areas of experience in enriching h u m a n life can often be enhanced through deliberate reflection on the goals, methods, and fundamental concepts they involve. This occurs in such sub-disciplines 221 of philosophy as philosophy of science, philosophy of religion, and philosophy of art (aesthetics). MAJORS AND NON-MAJORS Students can pursue these and related goals through a single course in philosophy or through any number of combinations of courses short of a major. Others will want to m a k e the histoi^ of philosophical thought and its special fields of inquiry the core around which their overall education is built and will b e c o m e majors. Still others will want to combine a philosophy major with a major in s o m e other field. Recent fields combined with philosophy in joint majors include; Ancient Civilization, Biology, Chemistry, English, Math, Political Science, Psychology, Religion. H o p e College philosophy majors can be found doing graduate work in philosophy at major universities pursuing careers in medicine, law, and business teaching philosophy teaching American studies engaging in computer science research pasturing churches of various denominations serving as an executive of a major ecumenical church organization

General Requirements for the Major in Philosophy

115 — Fundamentals of Philosophy 201 — Logic 219 — Ancient Philosophy 220 — Modern Philosophy A n y two of the following courses; 221 — Augustine and Aquinas 223 — Hegel to Nietzsche 224 — T h e Existentialist Tradition 225 — T h e Analytic Tradition 226 — Indian Philosophy 227 — American Philosophy Four Elective Courses in Philosophy Total Credit Hours Required: 30 Variations from this program m a y be sought by written application to the de partment. Courses from other disciplines which are to be offered as partial fulfillment of the requirements of the philosophy major require the written ap proval of the department chairman. General Requirements for the Minor in Phiiosophy

115 and 201 Five further courses Total Credit Hours Required: 21 Majors in Philosophy can

be organized in such a w a y as to favor certain area studies in conjunction with the fields of philosophic inquiiy; e.g.,Philosophy of Religion with courses in the Department of Religion (or even with a major in that Department); the s a m e for Political Philosophy and the Department of Political Science; Philosophy of Science with departments in the Natural or Social Sciences, and so forth, so as to m a k e good sense in a student’s vocational perspective. Specific examples include the following: 222

1,Preseminary Students A Philosophy major including: 331 — Philosophy of Religion 340 — History of Ethical Theory 226 — Indian Philosophy 2. Prelaw Students

A Philosophy major including; 340 — History of Ethical Theory 344 — Ethical analysis 374 — Political Philosophy 3. Premedical Students

A Philosophy major including: 331 — Philosophy of Religion 344 — Ethical Analysis 360 — Philosophy of Science 4. Future Educators in Literature and the Arts

A Philosophy major including: 226 — Indian Philosophy 331 — Philosophy of Religion 373 — Aesthetics

5. Future Educators in Social Studies

A Philosophy major including: 341 — History of Social and Political Theory 2 27 — American Philosophy 374 — Political Philosophy

L Philosophic Methods and Skills 115. F U N D A M E N T A L S O F P H I L O S O P H Y — An introduction to argumentation and concept anaiysis in application to issues in reiigion, seifhood, personai identityand freedom, and moraiity. THREE H O URS JENTZ FALL S E M E S T E R 201. L O G I C — An introduction to semantic probiems as they affect iogic, and development of skills in classicai syiiogistic logic and modern propositional and quantificational logic. Introduc tory treatment of issues in phiiosophy of logic. (Not regarded as a prerequisite to other courses and not recommended as an introduction to phiiosophy.) THREE HOURS PEROVICH SPRING S E M E S T E R

IS. Majoir PhilosophicaS Traditions

219. A N C I E N T P H I L O S O P H Y — Western philosophy from its beginning through Socrates, Plato, Aristotle, Plotinus, and St. Augustine. Partial fulfillmentof the Cultural History requirement. THREE HOURS STAFF BOTH SEMESTERS 220. M O D E R N P H I L O S O P H Y — European philosophy from the seventeenth century to the present, including such major figures as Descartes, Locke, Hume, Kant, Hegel, Whitehead, and representatives of the analytic, existentialist, and pragmatic traditions. Partial fulfillment of the Cultural History requirement. ' THREE H O URS STAFF BOTH SEMESTERS 221. A U G U S T I N E A N D A Q U I N A S — A study of the lives and works of the two great Christian thinkers who have formed the philosophic traditions for Christians in the West. This course also provides the historic connection between Ancient (219) and Modern (220) Philosophy. THREE H O URS JENTZ FALL S E M E S T 223. F R O M H E G E L T O NIETZSCHE — First the most comprehensive philosophical synthesis 223 and most powerful affirmation of western culture since Aristotle, the Hegelian; then the most penetrating critiques of that synthesis and that culture, at the hands of Feuerbach, Marx, Kierkegaard, Schopenhauer, and Nietzsche. Not offered, 1985-86. THREE H O URS WESTPHAL FALL S E M E S T 224. T H E EXISTENTIALIST T R A D I T I O N — A study of the major philosophical existentialists of the twentieth century, such as Jaspers, Heidegger, Sartre, Marcel and Camus. S o m e attention to Husserl and the phenomenological background of existentialism. Themes include: finite freedom, self and other, the mystery of being, hope and despair, guilt and death. THREE HOURS WESTPHAL FALL S E M E S T 225. T H E A N A L Y T I C TRADITION — The development of analytic philosophy from Bertrand Russell through logical positivism and ordinary-language philosphy of Wittgenstein and the Anglo-American applications. Alternate years, 1985-86. THREE HOURS PEROVICH SPRING S E M E S T E R 226. INDIAN P H I L O S O P H Y — An introduction to the major philosophic traditions of India to gether with comparisons with and possible implications for philosophizing in the west. Fulfills religion major world religion requirement. Alternate years, 1985-86. THREE HOURS WESTPHAL FALL S E M E S T E R 227. A M E R I C A N P H I L O S O P H Y — A study of contributors to a philosophic tradition in America; C.S. Peirce, William James, Josiah Royce, John Dewey, Alfred North Whitehead. Not offered, 1985-86. THREE HOURS JENTZ SPRING S E M E S T E R

III. Major Fields of Philosophy 331. PHILOSOPHY OF RELIGION— A study of the nature and theory of religion, including the

foiiowing topics: God, guiit and suffering; religious experience, knowledge, and proof; religious meaning and symbol; the function of the Bible in religious commitment and interpretation; faith, death, and life. Alternate years, 1985-86. THREE H O URS

JENTZ

SPRING SEMESTER

340. HISTORY OF ETHICS — This course employs an anthology of readings drawn from the

history of ethics from Plato onward into the 20th century. Class sessions are spent in discus sion of the readings, with attention to such topics as: the ground of moral obligation, the con cept of virtue, meanings of ‘right’and ‘good,’the logic of moral reasoning, and morality and motivation. Alternate years, 1986-87. , THREE HOURS JENTZ SPRING S E M E S T E R 341. HISTORY OF SOCIAL A N D POLITICAL THEORY — The objective of the course istwo fold: 1) to consider some of the basic problems of political philosophy, and 2) to indicate how they grew out of an attempt on the part of man to discover his purpose and the nature of his social organization. (Same as Political Science 341.) FOUR H O URS

ELDER

FALL SEMESTER

344. ETHICAL ANALYSIS — An examination of issues in contemporary moral philosophy, in

cluding such topics as the definition of morality, the nature of moral discourse and the logic of moral arguments, and present versions of utilitarian and deontological types of ethical theory. Not offered 1985-86. THREE H OURS

JENTZ

SPRING SEMESTER

360. PHILOSOPHY OF SCIENCE — An examination of several philosophical issues raised by the natural sciences and their history, including what science is, whether its development is rational and progressive, how the meaning of scientific concepts isto be understood. Alternate years, 1986-87. ' THREE H O U R S

PEROVICH

SPRING SEMESTER

373. AESTHETICS — Readings from classical and contemporary sources discussing the nature

of the arts, their relation to beauty, truth, and the sacred, and their function in contemporary society. Not offered, 1985-86. 224 T H R E E H O U R S WESTPHAL FALL S E M E S T E R 374. POLITICAL PHILOSOPHY— The theory of the modern state, i.e., the state in capitalist, technological society. Attention to central concepts such as community, participation, power; liberty, freedom, justice, and ideology. Readings from Rawls, Nozick, Arendt, Habermas, Ellul, against the background of Hegel and Marx. Not offered, 1985-86. THREE H OURS

WEST P H AL

SPRING SEMES

IV. Special Studies 295. STUDIES IN PHILOSOPHY — A lecture or seminar class in a special topic of philosophy. THREE H OURS

STAFF

EITHERSEMES

490. INDEPENDENT STUDY — Prerequisite: Departmental approval of a student-proposed

project prior to enrollment in the course. (See also under General Academic Regulations, state ment about Honors Independent Study or Research.) THREE H OURS

STAFF

PREFERABLY FALL SEMESTER

495. ADVANCED STUDIES IN PHILOSOPHY — Topical seminars, focusing upon philosophic

writing and the critique of papers in class. Prerequisite: permission of the instructor. THREE H OURS

STAFF

EITHERSEMES

M R . V A N D E R B I L T , C H A I R M A N ; M R . A F M A N , M R , B R E W E R , M R . D E V E T T E , M R S H E N S O N , M I S S IR WIN, M R . KRA F T , M R . P A T N O T T , M R . RAY, M I S S S A S S , M R . SMITH, M I S S S N Y D E R , M R . V A N W I E R E N . Assisting Faculty: M R S . D E B R U Y N .

The curriculum of the Department of Physical Education and Recreation is designed to provide the undergraduate student a strong liberal arts background in addition to specific areas of expertise within physical education, recreation and/or dance. Students currently majoring in the Department of Physical Education and Recrea tion also participate in the following activities: directing the intramural program at H o p e College Assisting coaches in collegiate sports working as assistants to physical therapists in local schools and hospitals directing various recreational programs through the Holland and Zeeland Departments of Recreation serving as c a m p counselor in scout camps, c a m p s for the handicapped and church c a m p s providing meaningful experience for children in elementary physical educa tion coaching or serving as assistant coaches in area junior and senior high schools Graduates of the Department of Physical Education are currently leading satisfying careers as: exercise physiologist and director of c a m p u s recreation at a larger state university recreational therapist of a Midwest city dance instructor at a liberal arts college in Midwest teacher and coach at a Midwest college 225 recreational director of a Midwest city professor of Motor Learning at a major Midwest university physical therapist in a large urban hospital in the East sports editor of a prominent Midwest newspaper teaching and coaching in m a n y elementary and secondary schools around the nation Director of Hospital Wellness Program Program director of private health facility P R O F E S S I O N A L O P P O R T U N I T I E S : M a n y students will find courses in the Depart ment of Physical Education and Recreation helpful in preparation for their future pro fessional vocation. With a major in this department numerous opportunities can oc cur. For example, elementary teaching, secondary, teaching, college teaching after graduate work, coaching, athletic directorship, sport announcer, sport journalist, physical therapist, recreational therapist, occupational therapist, dance therapist, dance instructor, dance performer, leader in industrial recreation, community recreator, private enterpriser in recreation, physical education director, exercise or health dynamics expert are only a few of the career choices open for our majors and minors. W O R K / I N T E R N S H I P P R O G R A M : Opportunities to apply theories and principles de veloped in the classroom are available for all students planning to major or minor in

physical education, recreation or dance. Consult the department chairman for a copy of the program for your particular area of interest. R E Q U I R E D P H Y S I C A L E D U C A T I O N : To be liberally educated, persons should be knowledgeable about their bodies, good nutrition, and the benefits of a habit of ex ercise. Additionally, it would s e e m important for each undergraduate to develop enough skill in one or two carry-over activities to find those activities fun and physio logically and psychologically beneficial. All students are required to take Health Dy namics, P.E. 140, during one of the first two semesters on campus. This is a 2 hour credit course and fulfills the P.E. College Core requirement in Physical Education. Students are encouraged to take four additional 100 level activity courses in their re maining years at Hope. A P P L I C A T I O N P R O C E D U R E S : Students desiring a major or approved minor are required to consult the department chairman, preferably during their sophomore year. U p o n student request the chairman will set up an appointment with the Screening Committee of the department for student guidance and program planning. Physical education majors minoring in Recreation or Dance, or Recreation majors minoring in Physical Education or Dance are required to substitute courses from within our department in cases w h e n core requirements are duplicated. P H Y S I C A L E D U C A T I O N M A J O R S : T h e major in physical education consists of a m i n i m u m of thirty hours within the department. Physical education courses 101-199 do not meet this requirement. Required courses within the department are as follows: 201,301,321, and 383. All students planning to major in Physical Education with career plans to teach K-12, coach, or attend graduate school in sport rnarketing or administration are required to take Biology 100 or Biology 111, Mathematics 210, and Psychology 100. Students planning careers that include graduate school in exercise physiology, physical therapy, adult fitness, dance therapy, cardiac rehabilitation, or college teaching in physical education or health should take Biology 111, Mathe matics 210, Psychology 100, and one of the following: Physics 101 .Chemistry 101, Computer Science 100, or H u m a n Physiology 221. M A J O R S W I T H T E A C H E R CERTIFICATION: Majors seeking teacher certification are required to take P.E. courses as follows: K through 12-345,344, and any two of 226 343,347, or 348. Elementary only - 345. Secondary only - 344 and any two of 343, 347, or 348. , M I N O R : R e c o m m e n d e d minor in Physical Education with an emphasis in Coaching or Teaching (20 hours without teacher certification). W h e n possible, courses should be taken in numerical order (e.g., P.E. 201 Introduction to P.E. and Recreation should be taken before P.E. 301 Psychology of Physical Activity and Sport, etc.) Ifthis pro cedure is adhered to, the student will progress in a more meaningful sequence of courses.

Certified Minors E M P H A S I S IN C O A C H I N G — (Suggested) 22 hours (two used by Education Depart ment for certification requirement) Activity credit — at least 1 or 2 courses beyond P.E. 140 should be taken in sports offered as Interscholastic Sports in secondary schools: Physical Education courses 101 -155,201,301,321, (331 -332 or 335), 340, 361, and 383. Participation in intercollegiate and intramural sports is also recommended. E M P H A S I S IN T E A C H I N G P H Y S I C A L E D U C A T I O N — (Suggested) 22 hours (two hours used for Education Department Certification requirement) Physical Education 201,221,301,321,344,345,383, and any two of 343,347, or 348. Four activities courses in the areas of choice should also be taken. Swimming, gymnastics, and dance are strongly recommended. S e e H e a d of Professional Programs for activity course suggestions. (See Chairperson in Physical Education).

Suggested course sequence material for areas of concentration in Dance, Therapeutic Dance, Therapeutic Recreation, Physical Therapy, and Health Dynamics are available in the Physical Education office of the D o w Center. A teaching minor in Recreation is also available. R E C R E A T I O N M A J O R : A major in recreation consists of a m i n i m u m of thirty hours within the department. All students planning a major or composite recreation major are required to take Biology 100, Mathematics 210 and Psychology 100. A major must also complete the following core courses: 201,250,340,365,375, and 383. In addi tion to the core, the student should choose 9 hours within the department from any of the following course offerings: 203,215,230,295,299,321,325,345,343,344, 347, 348, 350, or 361. C O M P O S I T E M A J O R F O R T H E R E C R E A T I O N S T U D E N T : The composite major utilizing recreation as one of the areas of concentration includes the 18 core hours (201,250,340,365,375, and 383) in addition to 4 additional hours chosen from the other recreational listings. In addition to the 22 hours in Recreation the student must take at least 14 hours from a department other than physical education and recreation in areas appropriate to the student’s career plans. Itis of utmost importance that the student contemplating a composite major secure information pertaining to composite majors from the Registrar’s office prior to the completion of the sophomore year. In selecting courses the student is required to take 18 hours in courses numbered 300 or above. The follow ing are possible areas for inclusion in the Recreation composite major: 22^hours Recreation Core plus: M m i m u m hours 14 hours Business Administration — for administrative positions in R e c reation 14 hours of Religion — for future Christian Education positions 14 hours Communication — for career plans for administering c o m m u n i ty or industrial recreational programs 14 hours Geology — Outdoor Recreators 14 hours Biology with Physiology Background careers in Y.M.C.A. as .. Physical Directors and Fitness Experts are available 14 hours Art, Music or Theatre — In-depth knowledge and experience in other Arts could lend itselfto a unique background for future community recreator. Variations of the above m a y be sought by formal application to the Department of Physical Education and Recreation. R E C R E A T I O N M I N O R : T h e certified minor includes a m i n i m u m of 22 hours (two of which are used by the Education Department for certification purposes). T h e following courses are suggested for the minor: 201,215,250,340,383, and two of the following five courses; 296,299,350,365, or 375. Additionally, four hours should be chosen from the following to complete a strong minor; 203,230,321,325,343, 344, 345, 347, 348, 350, 365, or 375. D A N C E M I N O R : S e e pages 145-149.

Physical Education Courses 101 -199. PHYSICAL E D U C A T I O N ACTIVITIES— Courses chosen by upper classmen. Soph., Jr., and Sr., during the last three years of undergraduate work. Itis recommended that each student continue to carry out the principles set fourth in P.E. 140 and attempt to continue to meet the criterion established for the student. Beginning Level (101-139) and Intermediate Level (150-199) are offered forthe student. The activities offered include fencing, bicycling, aerobic dance, social, square, and folk dance, creative movement, racketball, cross country skiing.

228

downhill skiing, tennis, badminton, volleyball, gymnastics, modern dance, swimming, jogging, stress management, weight training, conditioning, life saving, karate, and a number of In termediate Level activities. 140. H E A L T H D Y N A M I C S — Course forallfreshmen during firstyear at Hope. This course will establish the knowledge of diet and exercise as itrelates to fitness and health and will provide opportunity for the student to personally experience those relationships by putting into effect an individualized program appropriate to students’needs and interests. T W O HOURS STAFF BOTH SEMESTERS 201. I N T R O D U C T I O N T O P H Y S I C A L E D U C A T I O N & R E C R E A T I O N — Orients the student to professional work in these fields. Emphasis is placed on philosophy and history as ithas in fluenced physical education and recreation. S a m e as Recreation 201. THREE HOURS BREWER FALL S E M E S T E R 203. H E A L T H E D U C A T I O N — This course isdesigned to give the student a contemporary look at American health problems. Such areas as mental health, physical fitness, diet and nutrition, reproduction and morals, stimulants and depressants, communicable diseases, and senses and organic systems will be studied and discussed. S a m e as Recreation 203. THREE H OURS AFMAN SPRING S E M E S T E R 215. S P O R T S OFFICIATING— The course isdesigned to familiarize the student with the Na tional High School Federation rules for the sports of basketball and volleyball. The mechanics and techniques of proper officiating are incorporated via g a m e situations. T W O HOURS IRWIN S P R I N G S E M E S T E R 221. A N A T O M I C A L KINESIOLOGY — The muscle-skeletal system and itsaction, with special reference to the field of health and physical education isstudied in detail. Prerequisite; Biology 111.S a m e as Dance 221. THREE HOURS IRWIN S P R I N G S E M E S T E R 230. W A T E R S A F E T Y INSTRUCTION (W.S.I.) S W I M M I N G — This course isan intensive theory and method course which deals with swimming. Itincludes not only teaching methods but bio mechanics of swimming, development of swimming skills, information on pool management and fifteen hours of observation and teaching of swimming. S a m e as Recreation 230. (Prereq uisite: Sr. Life Certification). T W O HOURS STAFF SPRING S E M E S T E R S 295. M E A S U R E M E N T T H E O R Y A N D C O M P U T E R APPLICATION— A course intended to in troduce the student to scientific inquiry into physical education and sport. The student will use the computer and measurement theory to test an hypothesis and formulate conclusions. After theoretical discussion and research experiences, a paper will be written on a selected topic of interest. Two-hour lecture and two-hour laboratory. Prerequisite: Mathematics 210. THREE HOURS IRWIN FALL S E M E S T E R 295 A, B, or C. STUDIES IN P H Y S I C A L E D U C A T I O N — Designed as lecture/discussion ex perience in special topics of interest at the sophomore level of competency. ONE, T W O , or T H R E E H O U R S STAFF TBA 299. INTERNSHIPS IN PHYSICAL E D U C A T I O N A N D RECREATION — Designed forfirst-hand experience in community, campus, health dynamics, or ca m p programs. Contracts will be agreed upon between the student, staff m ember and employer and should be finalized prior to the student leaving campus. A three hour contract will include individual sessions with the staff member on campus and at the site of employment, reading materials in preparation for the experience, goal setting, and personal evaluation. A paper summarizing some aspect of the experience m ay also be a requirement of the course. Other internships are possible in ur ban semester programs. The most appropriate time forthis type of experience isduring the sum mer months. Students must be hired forwork related to their professional plans in order to qualify for the program. Three hours m ay be chosen twice for the Recreation or Physical Education major or minor. S a m e as Recreation 299. ■ THREE HOURS VA N D E R B I L T A N D S T A F F ANY SEMESTER O R SUMMER

301. PSYCHOLOGY OF PHYSICAL ACTIVITY & SPORT — The purpose of this course isto

gain an understanding of human behavior in activity learning experiences and in competitive sport situations. Special emphasis isgiven to the theory and research in the areas of Motor Learn ing and Sport Psychology. Prerequisite: Psychology 100. THREE H O U R S

VANDERBILT

SPRING SEMESTER

305. ADVANCED TECHNIQUES A N D COMPOSITION FOR M O D E R N D A NCE — This is an

introductory course in the rhythmic structure of dance, including problems in line, design, theme and group choreography. Prerequisites: Dance 116 and 117, or permission from the instruc tor. Alternate years, 1985-86. T W O HOURS

DE BRUYN

SPRING SEMESTER

307. INTRODUCTION TO NUTRITION — The course isdesigned to develop student awareness

of the nutritional implications of food choices. It supplements the nutritional aspects of the freshman course in Health Dynamics. THREE H OURS

SPRING SEMESTER

315. TEACHING OF DANCE — Explores the materials, techniques and principles of creative

dance for youth. A concentrated study is made of how children discover movement and create dances. Prerequisite: Two semesters of Techniques and Fundamentals in Modern Dance. Alter nate years, 1984-85. S a m e as Dance 315. T W O HOURS

DE BRUYN

SPRING SEMESTER

321. EXERCISE PHYSIOLOGY — Introduces the specialized knowledges associated with the

physiology and biochemistry of exercise and physical conditioning. Additionally, itillustrates the process of the derivation of exercise principles and the application of those principles to health, fitness and/or performance objectives. Includes a laboratory prerequisite: Biology 111. S a m e as Recreation 321. THREE H O URS

PATNOTT

FALL SEMESTER

325. CONCEPTS IN HEALTH DYNAMICS — Designed to familiarize the student with the spe

cialized knowledges of the relationships between exercise, fitness, diet and health at an ad vanced level. Additionally, training in the evaluation of fitness and health status and in exer cise and nutritional counseling will be done. Prerequisite: Biology 112 and Physical Education 229 321. S a m e as Recreation 325. Alternate years, 1986-87. THREE H O U R S

PATNOTT

SPRING SEMESTER

331. TECHNIQUES OF COACHING TRACK, C R OSS COUNTRY, WRESTLING A N D W O M E N ’S BASKETBALL (Coaching Men & W o m e n I)— The fundamentals of these sports

and the techniques and theories of coaching them are analyzed. This course requires three lec ture periods and a one hour laboratory a week. Alternate years, 1985-86. THREE H O U R S

DE VETTE, STAFF

FALL SEMESTER

332. TECHNIQUES OF COACHING FOOTBALL, BASKETBALL, A N D BASEBALL (Coach ing Men II)— The fundamentals of these sports and the techniques and theories of coaching

them are analyzed. This course requires three lecture periods and aone hour laboratory a week. Alternate years, 1986-87. THREE H O URS

DE VETTE

FALL SEMESTER

335. TECHNIQUES OF COACHING W O M E N ’S SPORTS — The purpose of this course is

threefold: 1) exploration and analysis oftechniques; 2) theories of coaching; 3) class organization for w o m e n ’s sports. The areas of sports covered in this course are: softball, volleyball, g y m nastics, and field hockey. Alternate years, 1986-87. THREE H OURS

IRWIN, STAFF

FALL SEMESTER

340. TRAINING A N D PERSONAL HEALTH CARE FOR ATHLETIC PARTICIPANTS — The

principles of exercise physiology as they relate to athletic participants. Attention is also given to the care and prevention of injuries sustained in athletic competition. S a m e as Recreation 340. THREE H O U R S

RAY

BOTH SEMESTERS

343. TEACHING PHYSICAL EDUCATION IN THE SECONDARY S C H O O L — GYMNASTICS A N D D A N C E — A course designed for Physical Education majors or minors that emphasizes

skill development, methodological strategies, and effective teaching styles for the activities of gymnastics and dance. T W O H OURS

STAFF

SPRING SEMESTER

344. METHODS OF TEACHING PHYSICAL EDUCATION A N D RECREATION — A course de

signed for Physical Education and/or Recreation majors or minors. Itis recommended that it be taken concurrently with Physical Education 343 but this is not required. The course e m phasizes styles of teaching that can be used in physical education and recreation settings and is an academic component which has practical manifestations in P.E. 343,347, and 348. ONE HOUR

KRAFT and STAFF

SPRING SEMESTER

345. TEACHING PHYSICAL EDUCATION A N D RECREATION IN THE ELEMENTARY S C H O O L — This course isdesigned to acquaint the classroom teacher with the total program

of physical education and recreation in the elementary school. Special emphasis is given to the theoretical basis for physical education and the mastery of elementary skills. S a m e as Recreation 345. THREE H O URS

VAN WIEREN

FALL SEMESTER

347. TEACHING PHYSICAL EDUCATION IN THE SECON D A R Y S C H O O L — SWIMMING, VOLLEYBALL, AND SOFTBALL — A course designed for Physical Education majors or minors

that emphasizes skill development, methodological strategies, and effective teaching for the activities of swimming, volleyball, and softball. Alternate years, 1985-86. T W O HOURS

IRWIN and STAFF

FALL SEMESTER

348. TEACHING PHYSICAL EDUCATION IN THE SECONDARY S CHOOL — TENNIS, BAD MINTON, SOCCER, A N D BASKETBALL — A course designed for Physical Education majors

or minors that emphasizes skilldevelopment, methodological strategies and effective teaching for the activities of tennis, badminton, soccer, and basketball. Alternate years, 1986-87. T W O H O URS

STAFF

FALL SEMESTER

350. ADAPTED A N D THERAPEUTIC PHYSICAL EDUCATION A N D RECREATION - This

230

course isdesigned to help teachers with limited background in medical and technical aspects of medical rehabilitation to help the atypical person achieve maximum physical development. SameasRecreation350. Alternate years, 1985-86. THREE H O U R S

VAN WIEREN

SPRING SEMESTER

361.SPORT A N D CULTURE — An examination of the scope and impact of sport in the twen

tieth century. Special attention will be focused on sport and social processes such as the in fluence of sport on mobility, stratification and socialization. Emphasis will also be given to con temporary problems in sport and a look into the future of sport for man..Same as Recreation 361. S a m e as Sociology 351. ' THREE H OURS

VANDERBILT

FALL SEMESTER

365. URBAN RECREATIONAL ADMINISTRATION A N D SOCIOLOGICAL CONSIDERA TIONS — A unique approach to the study of the administrative dimensions of recreation in the

urban setting, with special emphasis on the case method approach. The concept of leisure will be discussed, along with various other sociological aspects of recreation. The three phase pro gram will be as follows: 1) On-campus study of leisure and utilization of the case method ap proach to administrative problems, 2) At Cran-Hill Ranch in-depth discussion, reports, taped lectures, personal reflection and appropriate films should assist the preparation of the student for the city visit, 3) In the city of Chicago — visits and discussions with recreational leaders In the suburban areas and the inner city with primary focus on the contrast in recreational oppor tunity In the suburbs and inner city. S a m e as Recreation 365. THREE H O U R S

VANDERBILT

M A Y TERM

375. THEORETICAL A N D PRACTICAL ASPECTS OF WILDERNESS SKILLS P R O G R A M S

— The theory and practice of basic wilderness skills for the development of leadership in out door recreational experiences within our society. To acquaint the student with the knowledge

and application of Emergency FirstAid, personal safety, and the ecological impact of outdoor recreational participation. S a m e as Recreation 375. THREE HOURS STAFF SPRING S E M E S T E R O R M A Y T E R M 383. M E C H A N I C A L ANAL Y S I S O F H U M A N M O V E M E N T — Basic mechanical principles as they underlie efficient movement are explored and applied to fundamental physical skills and sport. A knowledge of physics will make the course more meaningful, but itis not a prerequisite. The utilization of mathematical formula is limited. In most cases the stress is on the practical application of formula and not on computational procedures. S a m e as Recreation 383. THREE HOURS KRAFT SPRING S E M E S T E R 490. I N D E P E N D E N T S T U D Y — This course provides opportunity forthe pursuit of an indepen dent research study or in-depth reading in a specific area of interest. Prerequisite: Senior Standing. ONE, T W O or T H R E E H O U R S STAFF BOTH SEMESTERS

Recreation Courses 201. I N T R O D U C T I O N T O P H YSICAL E D U C A T I O N A N D R E C R E A T I O N — Orients the student to professional work in these fields. Emphasis is placed on philosophy and history as ithas In fluenced physical education and recreation. Beginning course forphysical education and recrea tion majors and minors. S a m e as Physical Education 201. THREE HOURS BREWER, STAFF FALL S E M E S T E R 203. H E A L T H E D U C A T I O N — This course isdesigned to give the student a contemporary look at American health problems. Such areas as mental health, physical fitness, diet and nutrition, reproduction and morals, stimulants and depressants, communicable diseases, and senses and organic systems will be looked at and discussed. S a m e as Physical Education 203. THREE HOURS AFMAN SPRING S E M E S T E R 230. W A T E R S A F E T Y INSTRUCTION (W.S.I.) S W I M M I N G — This course isan intensive theory and method course which deals with swimming. It includes not only teaching methods but biomechanics of swimming, development of swimming skills, information on pool management and fifteen hours of observation and teaching of swimming. S a m e as Physical Education 230. Prerequisite: Sr. Life Certification. T W O HOURS STAFF SPRING S E M E S T E R 250. C O M M U N I T Y R E C R E A T I O N — P R O G R A M S A N D ACTIVITIES— A course designed to serve as an introduction to the recreation field. A prerequisite for other courses in the recrea tion curriculum. The role and scope of recreation and leisure in the American culture will be ex plored in examination of the following areas: 1) the role of recreation in America, 2) the sources and settings of recreational services, 3) the recreation profession, and 4) the recreation program. THREE HOURS DE VETTE SPRING S E M E S T E R 299. INTERNSHIPS IN R E C R EATION — Designed forfirsthand experience in community, cam pus, health dynamics, or camp programs. Contracts will be agreed upon between the student, staff member and employer and should be finalized priorto the student leaving campus. A three hour contract will include individual sessions with the staff member on campus and at the site of employment, reading, materials In preparation forthe experience, goal setting, and personal evaluation. A paper summarizing some aspect of the experience m ay also be a requirement of the course. Other internships are possible in urban semester programs. The most appropriate time for this type of experience is during the summer months. Student must be hired for work related to their professional plans in order to qualify for the program. For a total of six hours. Three hours may be chosen twice forthe Recreation or Physical Education major or minor. Sam e as Physical Education 299. THREE HOURS VANDERBILT A N D STAFF ANY SEMESTER OR SUMMER 321. EXERCISE P H Y S I O L O G Y — Introduces the specialized knowledges associated with the physiology and biochemistry of exercise and physical conditioning. Additionally, itillustrates the process of the derivation of exercise principles and the application of those principles to

health, fitness and/or performance objectives. Prerequisite: Biology 112. S a m e as Physical Education 321. THREE HOURS PATNOTT FALL S E M E S T E R 325. C O N C E P T S IN H E A L T H D Y N A M I C S — Designed to familiarize the student with the spe cialized knowledges of the relationships between exercise, fitness, diet and health at an ad vanced level. Additionally, training in the evaluation of fitness and health status and in exer cise and nutritional counseling will be done. S a m e as Physical Education 325. Prerequisites: Biology 111 and Physical Education or Recreation 321. THREE HOURS PATNOTT SPRING S E M E S T E R 340. TRAINING A N D P E R S O N A L H E A L T H C A R E F O R ATHLETIC PARTICIPANTS - The principles of exercise physiology as they relate to athletic participants. Attention Is also given to the care and prevention of injuries sustained in athletic competition. S a m e as Physical Educa tion 340. THREE HOURS RAY BOTH SEMESTERS 344. M E T H O D S O F T E A C H I N G P H Y S I C A L E D U C A T I O N A N D R E C R E A T I O N — A course designed for Physical Education and/or Recreation majors or minors. Itis recommended that itbe taken concurrently with Physical Education 343, but this is not required. The course e m phasizes styles of teaching that can be used in physical education and recreation settings and isan academic component which has practical manifestations in P.E. 343,347, and 348. Sa m e as P.E. 344. ONE HOUR K R A F T and ST A F F SPRING S E M E S T E R 345. T E A C H I N G P H Y S I C A L E D U C A T I O N A N D R E C R E A T I O N IN T H E E L E M E N T A R Y S C H O O L — This course isdesigned to acquaint the classroom teacher with the total program of physical education and recreation in the elementary school. Special emphasis is given to the theoretical basis for physical education and the mastery of elementary skills. S a m e as Physical Education 345. THREE HOURS VAN WIEREN FALL S E M E S T E R

232

350. A D A P T E D A N D T H E R A P E U T I C P H Y S I C A L E D U C A T I O N A N D R E C R E A T I O N — This course isdesigned to help teachers with limited background In medical and technical aspects of medical rehabilitation to help the atypical person achieve maximum physical development. S a m e as Physical Education 350. Alternate years, 1985-86. THREE HOURS VAN WIEREN SPRING S E M E S T E R 361. S P O R T A N D C U L T U R E — An examination of the scope and impact of sport in the twen tieth century. Special attention will be focused on sport and social processes such as the in fluence of sport on mobility, stratification and socialization. Emphasis will also be given to con temporary problems in sport and a look into the future of sport for man. S a m e as Physical Educa tion 361. S a m e as Sociology 361. THREE HOURS VA N D E R B I L T FALL S E M E S T E R 365. U R B A N R E C R E A T I O N A L ADMINISTRATION A N D S O C I O L O G I C A L C O N S I D E R A TIONS — A unique approach to the study of the administrative dimensions of recreation in the urban setting, with special emphasis on the case method approach. The concept of leisure will be discussed, along with various other sociological aspects of recreation. The three phase pro gram will be as follows: 1) On-campus study of leisure and utilization of the case method ap proach to administrative problems, 2) At Cran-Hill Ranch in-depth discussion, reports, taped lectures, personal reflection and appropriate films should assist the preparation of the student for the city visit, 3) In the city of Chicago — visits and discussions with recreational leaders in the suburban areas and the inner city with primary focus on the contrast in recreational oppor tunity in the suburbs and inner city. S a m e as P.E. 365. THREE H OURS VAN D E R B I L T MAY TERM 375. T H E O R E T I C A L A N D P R A C T I C A L A S P E C T S O F W I L D E R N E S S SKILLS P R O G R A M S — The theory and practice of basic wilderness skills for the development of leadership in out door recreational experiences within our society. To acquaint the student with the knowledge

and application of Emergency FirstAid, personal safety, and the ecological impact of outdoor recreational participation. THREE HOURS STAFF SPRING S E M E S T E R O R M A Y T E R M 383. M E C H A N I C A L ANAL Y S I S O F H U M A N M O V E M E N T — Basic mechanical principles as they underlie efficient movement are explored and applied to fundamental physical skillsand sport. A knowledge of physics will make the course more meaningful, but ItIs not a prerequisite. The utilization of mathematical formula is limited. In most cases the stress is on the practical application of formula and not on computational procedures. S a m e as Physical Education 383. THREE HOURS KRAFT SPRING S E M E S T E R 490. I N D E P E N D E N T S T U D Y — This course provides opportunity for the pursuit of an indepen dent research study or in-depth reading in a specific area of interest. ONE, T W O or T H R E E H O U R S STAFF BOTH SEMESTERS

M R . V A N P U T T E N , C H A I R M A N ; M R . B R O C K M E I E R , M R . G O N T H I E R , M R . JOLIVETTE, M R . V A N W Y L E N , MR. R O U Z E , MR. D E Y O U N G , MR. TAKESHITA.

The Department of Physics offers a comprehensive program for those desiring a career in physics, engineering, or allied natural sciences. T h e physics course struc ture allows students to tailor their program to their main interests. Opportunities for research participation are available to all physics students at all class levels during both the academic year and the summer. Students are presently engaged in; nuclear physics experiments on the H o p e accelerator nuclear physics experiments at national laboratories heavy ion physics experiments at national laboratories minicomputer control of industrial processes industrial process control experiments surface analysis using alpha particle b e a m s from the H o p e accelerator chemical analysis using proton b e a m s from the H o p e accelerator The undergraduate research program centers around the 2.5 million volt V a n de Graaff accelerator and the facilities for industrial process control. T h e accelerator laboratory has a full complement of nuclear particle detectors and electronic in strumentation, and special equipment can be designed and constructed in the fully equipped metal shop and electronics laboratory. Such extensive laboratoiy facilities are rarely found in undergraduate colleges and are comparable to those in the best graduate schools. Research is carried out in the application of minicomputers to the control of industrial machines and processes. Students have the opportunity to help develop systems that are manufactured and put into actual use. Major research pro grams involving students and faculty are carried out at national laboratories. The Col lege’s D E C V A X 1 11750Computer Systems are used extensively by physics students 234 at all levels. The department has itso w n V A X 1 1/750 for faculty and student research. PHYSICS M A J O R S

Physics students are strongly encouraged, as early as possible, to b e c o m e involved in one of the research projects of the staff members. S u m m e r stipends for such ac tivity are often available. A. Physics Program for students interested in post-graduate professional work in physics, astronomy, medicine, biophysics, chemical physics, radiation physics, en vironmental physics, medical physics. Bachelor of Arts Degree — A m i n i m u m of 26 hours from physics courses numbered 121 and higher including 10 hours from courses numbered 340 or higher. Relativity is required. Physics 270,381 and 382 are required. A n addi tional requirement is a laboratory course in Chemistry or Biology or an approved course in Geology. These must be courses designed for science majors. The mathematics requirement is Mathematics 135,136,235, and 270. Bachelor of Science Degree — A minimum of 36 hours in Physics including 121 or 131,122 or 132,241,242,270,381, and 382. Relativity is required. T h e re maining electives are to be chosen from courses numbered 340 or higher. O n ly 3 hours of research m a y be included in the 36 hour total. A n upperclass Engi neering Science course m a y be substituted for a Physics elective. In addition, 24 hours of courses in mathematics, computer science, and science other than

physics are required. Mathematics 270 and Computer Science 160 are required. A laboratory course in Chemistry or Biology or an approved course in Geology is required. These must be courses designed for science majors. Typically, freshmen enroll in physics, mathematics, and another science. Course Pattern for Physics Majors T h e following course pattern is strongly suggested for the Physics major. Most Physics courses build on previous courses. Students wishing to go to graduate school in physics must take the Graduate Record examination in the fall of their senior year. This examination assumes the following course pattern. Students wishing a strong major will take additional courses such as Math 334, Engineering Science 345, and the Physics elective courses. Fall Spring Physics 122 or 132 First Year: Physics 121 or 131 Physics 141 Physics 142 Math 135 Math 136 Physics 242 Second Year: Physics 241 Physics 270 Physics 341 Math 235 Math 270 Math 237 Physics 342 Third Year: Physics 361 Math 240 Physics 382 Fourth Year: Physics 381 Physics 372 I All Physics and Engineering students are expected to have taken Physics 160, Scien' tific Programming, by the middle of their second year. Additional courses and elec tives should be selected in consultation with your Physics Advisor. j B. Dual Majors In case of a dual major the physics courses required are those in paragraph A above, except that Biology 111 or 112 and Geology are not required. T h e addi tional mathematics and science requirements shall be established by agreement between the student and the department. Recent dual majors have included physics-math, physics-computer science, physics-geology, physics-chemistry, and physics-philosophy. C. Students preparing for secondary education A physics major will require 30 hours (Certification requirement) in physics and m a y include Physics 113,114, and other courses for non-science majors pro viding departmental approval is obtained. D. Geology-Physics Composite Majors A program of study in the two departments is included under the Degree Pro gram section of the catalog. T h e program provides a strong background for stu dents interested in the interdisciplinary area of geo-physics. E. Engineering Students m a y select a major in physics with a strong engineering component as outlined below. For students desiring a bachelors degree in engineering see section below — Engineering. Bachelor of Arts D e g r e e — A major would consist of a m i n i m u m of 26 hours of Physics and Engineering courses including 10 hours of upperclass Engineer ing courses or Physics courses numbered 300 or higher. Physics 381 is required. Bachelor of Science Degree — A major would consist of 36 hours of Physics and Engineering courses inciuding 10 hours of upperclass Engineering or

Physics courses numbered 300 or higher. Physics 381 is required as well as an internship or Physics 382. In addition, 24 hours of courses in mathematics, c o m puter science, and science other than Physics or Engineering is required. Math ematics 270 and Physics 160 is required. PHYSICS MINOR

A minor in Physics consists of 20 hours. Physics 121 or 131,122 or 132,141,142, and 241 are required. The remaining 9 hours are to be chosen by the student in con sultation with the department chairman. The exact courses will depend upon the in tended major program of the student. Approval of the courses by the department chairman is required. Examples of courses for particular programs. A. Secondary Education Required: Physics 270 and one 300 level course. Electives: All Physics courses numbered 110 or higher B. Engineering Emphasis Electives: Physics 331 and Engineering Science courses. C. Physics Emphasis Required: Physics 270 ' Eiectives: All courses numbered 340 or higher. D. Computer Hardware Emphasis Required: Physics 242, 270,331, and 332. ENGINEERING

H o p e offers three-two and four-one programs that lead to the B.A. degree from Hope, and the B.S. or M.S. degree from one of several engineering schools. These programs are detailed on page 272. Physics 121, 122, 270 and 341 are required for these programs. Course Pattern for Mechanical Engineering

236

First Year: Second Year:

Third Year:

Fall

Spring

Physics 121 or 131 Physics 141 Math 135 Engin Sci 221 Physics 270 Math 235 Math 237 Engin Sci 345 Physics 241 Math 240 Physics 361 Phsyics 331 Physics 381

Physics 122 or 132 Physics 142 Math 136 Engin Sci 232 Physics 341 Math 270 Math 334 Physics 242

Engin Sci 344 Math 372 Physics 382 or Engin Sci 495 All Engineering students are expected to have taken Physics 160, Scientific Program ming by middle of their second year. Additional courses, and electives should be selected in consultation with the Engineering Advisor. Fourth Year:

Course Pattern for Electrical Engineering

T h e following course pattern is strongly suggested for students interested in Elec trical Engineering and w h o expect to stay at H o p e College for four years.

Spring Fall Physics 122 or 132 Physics 121 or 131 Physics 142 Physics 141 Math 136 Math 135 Physics 241, Physics 241 Second Year: Physics 341 Physics 270 Math 270 Math 235 Math 237 Physics 332 Physics 331 Third Year: Physics 342 Engin Sci 221 or Math 334 Physics 361 Math 240 Math 372 Engin Sci 221 or Fourth Year; Physics 382 or Physics 361 Engin Sci 495 Physics 381 All Engineering students are expected to have taken Physics 160, Scientific Program ming by middle of their second year. Additional courses and electives should be selected in consultation with the Engineering Advisor. Students interested in the field of Chemical Engineering should enroll in Chemistry courses. The Engineering Advisor will help the student select a program of Engineer ing courses that is appropriate. Students intersted in Bioengineering should enroll in Biology courses and select a program of Engineering courses in consultation with the Engineering Advisor. Students interetsed in Civil Engineering should consult with the Engineering Advisor for the appropriate program of courses at H o p e College. First Year:

C O M P U T E R SCIENCE

Computer science majors will find portions of the physics curriculum of unique value b 0 csius0 of* 1) the close inter-relationship of the developing technologies of electronics, large scale integration, physical optics, etc. with computer design and operation, and 2) the high degree to which mathematical concepts are applied to the understanding of solving problems. The computer is introduced and used in the freshman lab associated with the General Physics sequence Physics 121,122,141,142. Also highly re c o m m e n d e d is Physics 241 and 242 for experience in analog and digital electronics. Physics 270 for an un derstanding of quantum devices such as transistors, and Physics 341 for applied mathematical methods. In addition Physics 331, Process Control, provides ex perience in using microcomputer systems to control processes and experiments. PRE-MEDICINE

T h e sequence Physics 121,122,141, and 142 satisfies the entrance requirements for most medical schools. In addition Physics 241 is suggested. T h e student should consult with the Health Professions Committee. T h e physics major will give strong undergraduate preparation for certain technical areas of medical research.

Non-Science Major Oriented Courses 113. A S T R O N O M Y — A survey of the physical universe; what w e know and how w e know it. Topics include the telescope, the solar system, our sun, types of stars and their intrinsic prop erties, the H-R diagram, stellar evolution, quasi-stellar objects, pulsars, black-holes, galaxies, and cosmology. Opportunities for observational work are included. No prerequisites. T W O H O URS

BROCKMEIER

SPRING SEMESTER

114. PHYSICS O F S O U N D A N D M U S I C — Everyday sound and musical phenomena provide a natural, intuitive introduction to general physical principles which are then used to assess more complex sound phenomena on a physical basis. This pattern is the fundamental method of physical science. The study of c o m m o n musical instruments and electronic synthesis systems is included. No prerequisites. T W O HOURS STAFF SPRING S E M E S T E R 116. M O D E R N E N E R G Y S O U R C E S — A survey for non-science majors of current and future energy technologies — nuclear, solar, wind, biomass, transportation, conservation — with a treatment of the appropriate physics principles of energy consenration, thermodynamics, elec tricity, and nuclear reactions. N o prerequisites. T W O HOURS JOLIVETTE SPRING S E M E S T E R 245. P H Y SICS F O R E L E M E N T A R Y T E A C H E R S — A course designed to introduce the pro spective elementary school teacher to concepts of physics. Topics include mechanics, sound, light and electricity. This course isopen only to prospective elementary education teachers and they are expected to fulfilltheir college science requirement with this course unless excused by the chairman of the Education Department. Lecture 5 hours per week including 1 hour of laboratory. Prerequisites: None. Offered for one-half semester along with Biology 245. T W O A N D ONE-HALF H O U R S STAFF FALL S E M E S T E R

Science Major Oriented Courses

238

101. I N T R O D U C T I O N T O PHYSICS I— The course includes the following areas: 1) Mechanics (vectors, forces, work, momentum, and energy), 2) Geometric Optics, 3) W a v e Motion, and 4) Practical Electricity (DC circuits). The emphasis of the course ison understanding the physical phenomena which surround us. The course is designed for students interested in nursing, physical therapy, occupational therapy, medical technology, and non-professional science students not planning to enter graduate school in science. Non-science major students are welcome. Students who have taken or are now taking Calculus m a y not enroll in this course. Specifically excluded are premedical and predental students. A laboratory course. Physics 141, should be taken concurrently for laboratory credit. THREE HOURS STAFF FALL S E M E S T E R 102. I N T R O D U C T I O N T O PHYSICS II— A continuation of Physics 101. The course includes the following areas: 1) Molecular Physics and Heat, 2) Acoustics, 3) Electricity and Magnetism (AC circuits), 4) Light and Color, and 5) Atomic and Nuclear Physics. These topics are treated in a manner so as to provide an understanding of the physical phenomena without requiring an extensive mathematical background. Itisdesigned forthe same students as Physic 101 and has the same exclusions. Physics 142, Physics Laboratory II,should be taken concurrently for laboratory credit. Offered alternate even years. THREE HOURS STAFF SPRING S E M E S T E R 121. G E N E R A L PHYSICS I— The course iscalculus based and designed for students desir ing professional science careers. Itprovides a rigorous examination of the following physical phenomena and systems: 1) Mechanics (forces, conservation laws, work, potentials, and fields), 2) Molecular Physics and Heat, and 3) Wav e Motion. Physics 141 isa corequisite. Mathematics 135, Calculus I, must be taken either before or concurrently with this course. THREE HOURS ROUZE FALL S E M E S T E R 122. G E N E R A L PHYSICS II— A continuation of General Physics I,Physics 121. The course iscalculus based with an accompanying laboratory. Itisdesigned for students desiring profes sional careers in science. The course provides a rigorous introduction to the following topics: 1) Geometric Optics, 2) Electricity and Magnetism, 3) Light and Color, 4) Atomic and Nuclear Physics. Physics 142 is a corequisite. Math 136 must preceed or accompany this course. THREE HOURS ROUZE SPRING S E M E S T E R 131. G E N E R A L P H Y SICS I— The course iscalculus based and designed for the more math ematically mature student. Although the topics covered are essentially the same as those in

Physics 121, they are explored in a manner that utilizes the power of mathematics more fully. The topics included are: 1) Mechanics (forces, conservation laws, work, potentials, and fields), 2) Molecular Physics and Heat, and 3) Wa v e Motion. In addition special topics of current, scien tificinterest are discussed. The emphasis of the course ison establishing a rigorous understand ing of physical phenomena. Mathematics 135 and Physics 141 are corequisites. THREE H O URS BROCKMEIER FALL SEMESTER 132. GENERAL PHYSICS II— A continuation of Physics 131. Additional topics are examined

in a rigorous manner. Included are: 1) Geometric Optics, 2) A C and D C circuits, 3) Electricity and Magnetism, 4) Atomic and Nuclear Physics. Areas of current research are discussed. Major emphasis is placed on understanding the physical phenomena of the universe from a conceptional point of view. Physics 142 and Mathematics 136 are corequisites. THREE H O U R S BROCKMEIER SPRING SEMESTER 141. PHYSICS LABORATORY I— The laboratory isdesigned to accompany Physics 101,121,

and 131. Basic laboratory skills are developed. The use of modern instrumentation in physical measurements are explored. Students gain experience in using computers to analyze scien tific measurements. Phenomena such as mechanical systems, sound, and radioactivity, are studied in quantitative terms. Corequisite: Physics 101,121, or 131. ONE HOUR STAFF FALL SEMESTER 142. PHYSICS L A B O R A T O R Y II— A continuation of Physics 141, Physics Laboratory I.The

laboratory accompanies Physics 102,122,132. Physical phenomena are studied and measured on a more advanced level.The topics of optics, electricity and magnetism,resonance, and elec trical circuits are explored. In addition, experiments are performed that use the typical measure ment techniques of modern physics. A major goal of the course isto develop skills in the m e a surements of physical phenomena. Prerequisite: Physics 141. ONE HOUR STAFF SPRING SEMESTER 160. SCIENTIFIC COMPUTER P R O G R A M M I N G — An introduction to computers, F O R T R A N

programming, and methods of scientific problem solving and data reduction under timeshar ing and batch modes of operation. Techniques in least squares fitting, sorting, transcenden tal equations solving, and the Monte Carlo method will be introduced. Features of the operating system, utility processors, and file management will be included. This course is a substitute for Computer Science 120 and is intended for students majoring in the Physical Sciences. C o requisite: Mathematics 135. This course is the same as Computer Science 160. THREE H O URS

BROCKMEIER

BOTH SEMESTERS

241. E L E C T RONICS I— An introduction to digital and analog electronics. The use of transistors, integrated circuits, and operational amplifiers in instrumentation is studied. Design techniques are taught. In the accompanying 3 hour laboratory course, random logic circuits are built in cluding scalers, timers, digital to analog converters, and analog to digital converters. Analog amplifiers, summers, and pulse amplifiers are built and studied. Prerequisite: A laboratory course in physics, or previous electronics experience, or permission of instructor. THREE H O URS

VAN PUTTEN

FALL SEMESTER

242. ELECTRONICS II— Advanced applications of analog and digital electronics. Linear feed

back theory isstudied, including stabilitycriteria. Circuits using active filters, power amplifiers, phase lock loops, and instrumentation amplifiers are studied and built in the three hour labo ratory. The circuitry of digital computers is studied along with the relationship between hard ware and assembly language. A digital computer is built and programmed in the laboratory. Prerequisite: Physics 241, or permission of instructor. THREE H O URS

VAN PUTTEN

SPRING SEMESTER

270. M O D E R N PHYSICS — A firstcourse in the quantum physics of atoms, molecules, solids,

nuclei, and particles. Topics include the historical basis of modern physics, the Schroedinger wave equation, one electron atoms, angular momentum, spectra, transition rates, and quan tum statistics. Applications to atoms, molecules, nuclei, conductors, semiconductors, super conductors, and elementary particles will be discussed. Experiments as well as theory will be examined. Prerequisites: Physics 122 or 132, Math 136, or permission of instructor. THREE O R FOUR H O U R S

DEYOUNG

FALL SEMESTER

239

290. INDEPENDENT STUDIES — With departmental approval freshmen or sophomores may engage in independent studies at a level appropriate to their abilityand class standing, in order to enhance their understanding of physics. Student m ay enroll each semester. ONE or T W O H O URS

STAFF

BO T H SEMESTERS

2951.SPECIAL RELATIVITY — The Lorentz transformation isderived and then applied to the proper four-vector and transformation matrix approach to momentum, energy, and force. Various anomalies are dealt with such as twin paradox, Doppler Effect, and shapes of fast moving objects. Other relevant topics include nuclear and photon collision processes, and the magnetic field as a special manifestation of the electric field. ONE H O U R

STAFF

SPRING SEMESTER

331. PROCESS CONTROL — (Same as Computer Science 331). The control of experiments and processes using microcomputers istaught. The theory of continuous and discrete sampling methods of control is studied. Microcomputers are programmed to illustrate the problems of control, data manipulation, and data analysis. A primary goal of this course isthe development of skill in assembly language programming and an understanding of the relationship between assembly language and hardware. Corequisite: Mathematics 270. THREE H O URS

VAN PUTTEN

FALL SEMESTER

332. PROCESS CONTROL LABORATORY — (Same as Computer Science 332). The control methods studied in Physics 331 are applied to actual systems. Microcomputers are interfaced with terminals, displays, analog to digital converters, and other input-output devices. Applica tions of microcomputers to data acquisition and on-line data analysis are included. ONE HOUR

VAN PUTTEN

SPRING SEMESTER

341.INTRODUCTION TO THEORETICAL PHYSICS — Mathematical methods applicable to physical problems are studied. These include vector calculus, complex variables, matrices. The methods of Fourier analysis are developed. Second order differential equations associated with physical systems are studied, particularly those involving Bessel functions, Legendre polynomials and associated polynomials. Prerequisite: Physics 122 or 132. Corequisite: Math 270. THREE H OURS

240

STAFF

SPRING SEMESTER

342. ELECTRICITY A N D MAGNETISM — A course in classical electromagnetism with the development and application of Maxwell’s equations as the central focus. Topics include electromagnetic fields, boundary value problems, dielectric and magnetic materials, radiation, energy and momentum of the electromagnetic field, and wave guides. Prerequisites: Phys. 341 and Math 270. FOUR H OURS

DEYOUNG

SPRING SEMESTER

352.PHYSICS OF THE OPTICAL D O M A I N — Topics covered concern both geometrical and physical optics. The approach involves matrix formulation, computer formulation, Fourier analysis as itrelates to Fresnel and Frauenhofer diffraction, interference, polarization matrices and hoiography. The relevance of these topics to modern day optical information processing is considered. Prerequisite: Physics 341. Alternate years. THREE H O URS

ROUZE

SPRING SEMESTER

361.ANALYTICAL MECHANICS — A study in Nevrtonian mechanics, potential description, oscillatory motion, Lagrangian and Hamiltonian dynamics, normal modes, and perturbation methods. Prerequisite: Physics 341. FOUR H O U R S

JOLIVETTE

FALL SEMESTER

362. STATES OF MATTER — The prominent states of matter are examined from a classical and quantum mechanical points of view. An overview of thermodynamics and statistical mechanics isgiven. Effects of Bose-Einstein and Fermi-Dirac statistics are detailed for gases, ‘ liquids and solids. Slightly degenerate perfect gases, electrons in metals and Bosecondensation, viewed as a firstorder phase transition, are discussed. Applications are made to such systems as plasmas, semiconductors, white dwarfs, and neutron stars. Special e m phasis is given to superfluids, superconductors, and the Josephson effect. Alternate years. THREE H OURS

ROUZE

SPRING SEMESTER

372. Q U A N T U M T H E O R Y — A detailed study of the mathematical and physical foundations of quantum mechanics. Topics include the Schroedinger wave equation, one-dimensional potentials, operator methods in quantum mechanics, the Heisenberg representation of operators, the three-dimensional Schroedinger equation, angular momentum, the hydrogen and helium atoms, matrix methods in quantum mechanics, time independent and time depen dent perturbation theory, radiation of atoms, scattering theory and group theory applied to the rotation group. Prerequisite: Physics 270. FOUR HOURS GONTHIER FALL S E M E S T E R 381. A D V A N C E D L A B O R A T O R Y — This laboratory combines experiments from both classical and modern physics and from interdisciplinary physics fields such as biophysics and geo physics. Extensive use of the computer and F O R T R A N is made in the analysis of data from the experiments. Detailed error analysis of each experiment is required. Experiments are from the fields of electricity and magnetism, gravitation, electronics, optics, acoustics, and atomic and nuclear physics. O n e hour of lecture and seven hours of laboratory. Required for physics m a jors. Prerequisites: Physics 241, 242, 270, and Physics 160 or Computer Science 160, or equivalent F O R T R A N programming experience. T W O HOURS STAFF FALL S E M E S T E R 382. CONTINUATION O F A D V A N C E D L A B O R A T O R Y — Experiments in the second semester of advanced laboratory include Rutherford scattering, neutron activation (geophysics) and ad ditional accelerator experiments. O ne hour of lecture and seven hours of laboratory. Required for physics majors. Prerequisite: Physics 381. T W O HOURS STAFF SPRING S E M E S T E R i 490. R E S E A R C H — With departmental approval juniors or seniors m ay engage in indepen dent studies at a level appropriate to their ability and class standing, in order to enhance their understanding of physics. Students m ay enroll in each semester. O N E or T W O H O U R S STAFF BOTH SEMESTERS 495. A D V A N C E D STUDIES IN P H Y S I C S — A lecture or seminar in an area of special interest or experience. Department chairperson’s approval required. T W O or T H R E E H O U R S STAFF SPRING S E M E S T E R

Engineering Courses 2 2 1 .I N T R O D U C T I O N

T O SOLID M E C H A N I C S — Principles of statics including equilibrium and static equivalence. Determination of moment and force resultants in slender members. In troduction to the use of structural analysis computer programs. Introduction to mechanics of deformable bodies, concepts of stress and strain, stress-strain relations. Application to engineer ing problems involving truss structures, torsion of solids, and beam deflections and stresses. Prerequisites: Mathematics 136, and Physics 121 or 131. THREE HOURS T AKESHITA FALL S E M E S T E R 232. PRINCIPLES O F E N G I N EERING M A T E R I A L S — The engineering properties of metals, plastics, and ceramics are examined and the application and modification of these properties to solve engineering problems Is discussed. Various failure theories for isotropic, anisotropic, and composite structures are examined. Prerequisites: Mathematics 136, and Physics 122 or 132. THREE H OURS T A KESHITA SPRING S E M E S T E R

Upperclass Courses 344. M E C H A N I C A L VIBRATIONS — Free and forced response of single and multiple degree of freedom lumped mass systems, and of continuous bodies. Classical and numerical methods for solving vibration problems. Applications to the vibrations of mechanical systems and struc tures, earthquake response of structures. Prerequisites: Introto Solid Mechanics, Mathematics 270 and Physics 341. THREE HOURS T A KESHITA SPRING S E M E S T E R

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345. T H E R M O D Y N A M I C S — Zeroth, firstand second iaws of thermodynamics. General energy equation. Concepts of irreversibility and availability. Thermodynamic principles as applied to power.and refrigeration cycles. Prerequisites; Mathematics 270, Physics 122 or 132. THREE HOURS T AKESHITA FALL S E M E S T E R 495. INTERNSHIP IN EN G I N E E R I N G — This program offers the student an opportunity to work on a project or an experience approved by the department as being of significance. This isusually done off-campus and the student will have a qualified supervisor at the site of this experience in addition to a faculty advisor. This course is normally open only to seniors. Prerequisite; Per mission of the department or the director of internships. THREE HOURS ST A F F In addition: Physics 241,242,331,332, and 342 are important for students interested in Elec trical Engineering. Physics 361 issuggested for those interested in Mechanical Engineering.

MR. Z O E T E W E Y , C H A I R M A N ; MR. ELDER, MR. H O E K S E M A , MR. H O L M E S .

T h e academic program of the Department of Political Science seeks to provide the student with a systematic understanding of government, political behavior and po litical institutions in the local, state, national and international areas. To accomplish this goal students majoring in political science take such courses as "History of Political Theory,” “Comparative Government,” “American Political Parties,” and “ International Law.” In addition to these theoretical courses, students enroll for academic credit in departmental programs which give the student a first-hand en counter with political processes both at h o m e and abroad. For example, they work in political campaigns, intern in local and county governments, observe national presidential conventions, and work as a Congressional aide. All political science m a jors have the opportunity to apply for the Washington Honors Semester Program. This interdisciplinary program enables students to enroll in seminars with key political and administrative officials in or concerned about the national government. I In addition to courses, students majoring in political science have engaged in a wide variety of activities which include: i organizing a local Holland precinct sponsoring a model United Nations for local area high schools meeting with prominent c a m p u s visitors, such as Senators Mark Hatfield and ^ Robert Packwood ' organizing a “get-out-to-vote” campaign a m o n g college students over the “age of majority” serving as youth chairpersons of county, congressional district, and state political party committees Graduates of the Department of Political Science have pursued such satisfying 243 careers as: a m e m b e r of the Michigan House of Representatives an assistant to the President’s Press Secretary a foreign service officer in Southeast Asia a professor of International Relations at a major American University a senior partner in a nationally prominent law firm a juvenile rehabilitation officer an administrator of a hospital in N e w York state an insurance agent in the state of Maine a college admissions officer a budget analyst in Fairfax County, Virginia a campaign m a n a g e m e n t specialist with his o w n consulting firm a spokesman for the U.S. Department of Justice a legislative liaison for the U.S. Department of Housing and Urban Development the executive director of state and congressional district party organizations a state and national legislative staffperson a city manager S O C I A L S C I E N C E R E Q U I R E M E N T : Students w h o want to fulfill the college social science requirement should take Political Science 101. G E N E R A L P R O G R A M F O R M A J O R S : The program for majors, consisting of not less than twenty-five hours in the department, is designed to provide an excellent back-

ground and training for the student w h o wishes to prepare for secondary-level teaching, government service, law school, or graduate work in political science. Students w h o take appropriate electives in other disciplines m a y also prepare for eventual careers in journalism, public relations, industry, small business, personnel administration, as well as other facets of h u m a n relations. To assure a good balance of course work each student major will be required to enroll in 101,121 or 212,251, 261 or 262,341, and 494. Each major is strongly urged to take Economics 201 and to fulfillthe college mathematics requirement by taking Statistics (Math 210). Majors are also strongly urged to gain computer literacy by taking Computer Science 120 or 100. . M I N O R IN P OLITICAL SCIENCE: A minor consists of a m i n i m u m of 16 credits se lected as follows: Political Science 101,251, a theory or seminar course (Political Science 341,346, or 494), one foreign area course (Political Science 261,262,270, 300,304,378, or 491), and one domestic area course (Political Science 121,212,235, j j 294, 302, 331,339, or 491). U p to 8 credits in Political Science 496 (Washington!' Honors Semester) m a y be substituted for the two foreign and domestic courses. For V a teaching minor, students should elect an additional course from each of the foreign and domestic selections listed above. S P E C I A L P R O G R A M IN F O R E I G N A R E A STUDIES: A political science major m a y choose to concentrate on foreign areas studies in which case he will complete an in dividually tailored thirty-one hour study program formulated in conjunction with his advisor. This study program would include an appropriate balance of subnational, national, and international level political science courses and must be approved by the Department of Political Science. Political Science 101 is required. Programs will vary according to geographic areas and interested students should see the follow ing faculty m e m b e r s w h o serve as program advisors: Dr. Elder, Dr. Hoeksema, and Dr. Holmes. For most of these area programs, up to six of the thirty-one hourrequirement m a y be taken outside the Department of Political Science. Students w h o meet the International Education Committee’s requirements for study abroad m a y include a year of study in the area itself through programs such as those sponsored by the G L C A orlES. 101. NATIONAL GOV E R N M E N T — A study of the national government from its origins (in

244 cluding the formation and development of the Constitution) through itsdevelopment to the pres ent. Varying approaches to teaching this course are used by the staff, though the discussionlecture format is a c o m m o n approach for all. Simulations (Holmes), foreign policy emphasis (Holmes, Hoeksema), theoretical foundations for U .S. political and social institutions (Elder), historical, institutional, and practical politics emphasis (Zoetewey, Hoeksema) are among the special approaches and interests of the staff. THREE H O URS

STAFF

BOTH SEMESTERS

121. STATE AND LOCAL GO V E R N M E N T — Procedures of government at the state and local level are studied with an emphasis on the functional approach. Prerequisite: Political Science 101. Students who are interested in pursuing a career In state and local government should also take Political Science 235 (Public Administration) and Political Science 391 (Internship in Local Government or possibly state government). THREE H O U R S

ZOET E W E Y

FALL SEMESTER

211. AMERICAN POLITICAL PARTY DEVELOPMENT — This course will trace the origin and

growth of our political parties, major and minor, from the late 18th century to the present. Pre requisite: Political Science 101, or permission of the instructor. Not offered, 1985-86. THREE H O U R S

ZOET E W E Y

FALL SEMESTER

212. PARTIES, PRESSURE G R O U P S A N D ELECTIONS — This course will involve a study

of the organization and functions of contemporary political institutions such as parties, pressure groups and the nominating and electoral processes. Special attention isgiven to the presidential selection process. Prerequisite: Political Science 101. THREE H O URS

ZOETEWEY

SPRING SEMESTER

235. PUBLIC ADMINISTRATION A N D POLICY — The underlying principles of public policy and government management at the federal, state and local levels. Prerequisite: Political Science 101. Students who are interested in a career in government should also take Political Science 294 (Government in Washington), or 391 (Internship in local or state government), or a Washington Honors Semester internship (392A, 392B, 393A, 393B). THREE HOURS ELDER, H O L M E S FALL S E M E S T E R 251. I N T E RNATIONAL R E L A T I O N S — An introduction to, and an examination of the major problems confronting the peoples and nations of the modern world.Prerequisite: O ne semester of college work. THREE HOURS HOLMES BOTH SEMESTERS 261. C O M P A R A T I V E G O V E R N M E N T : E U R O P E — A study of the major types and forms of governments of Europe. Prerequisite: O ne semester of college work. Next offered in 1985-86. THREE HOURS HOEKSEMA SPRINGS E M E S T E 262. I N T R O D U C T I O N T O T H E POLITICS A N D I N T E R NATIONAL R E L A T I O N S O F LATIN A M E R I C A — A political survey of the nations of Latin America and their relations with the out side world. Special attention isgiven to the role of the military in these countries. Prerequisite: Sophomore standing. Next offered in 1986-87. THREE HOURS HOLMES SPRINGS E M E S T E 270. I N T R O D U C T I O N T O C U L T U R E A N D POLITICS O F INDIAN S U B C O N T I N E N T — C on siderable emphasis will be placed on the effects which religion, social structure, and history can have on the nature of the functions performed by the political institutions of a society. M a jor emphasis will be on the social and political institutions of India, Pakistan, and Bangladesh. Prerequisite: O n e semester of college work. Not offered in 1985-86. THREE HOURS ELDER SPRINGS E M E S T E 294. G O V E R N M E N T IN W A S H I N G T O N — Government In Washington isan exposure, through readings and on the spot interviews, to government officials, programs and policies in Washington, D.C. This May Term course provides student participants some 50-60 interviews with Washington officialdom during a three-week period. Political Science 294 isa prerequisite for any student w ho wishes to take a six hours credit, eight week summer internship in W a s h ington. Students are advised to consider combining Political Science 294 with a Washington summer internship (Political Science 391). THREE HOURS ZOETEWEY, ELDER MAY TERM 295. STUDIES IN POLITICAL SCIENCE — This course allows a student to take a course 1) that would have a particular relevance at a particular time, 2) that would arouse and attract stu dent interest, and 3) that would allow professors to develop areas within or related to their academic training. Courses that have been or could be offered include Civil Rights, Political Modernization, Far East Politics, Urban Government and Politics, Soviet-American Relations, Criminal Justice, Political Violence, W o m e n and the Law, and Political Economy. Prerequisite: O n e semester of college work. THREE H OURS STAFF BOTH SEMESTERS 300. G O V E R N M E N T A N D POLITICS O F T H E SOVIET U N I O N — This course analyzes the roots of the Bolshevik Revolution and the development of modern day Soviet political institu tions and processes. Particular stress isplaced on the role ofthe Communist Party and Itsrelation to the different sectors of Soviet society and government, phases of domestic and foreign policy, the ever current struggles for succession, collectivization and incentives foragriculture, forceddraft Industrialization, changing nature of the totalitarian state, and government by technocrats. THREE H OURS HOEKSEMA FALL S E M E S T E R 302. T H E POLITICS O F R A C E A N D ETHNIC RELATIONS — This course takes a sociological, historical, psychological, and economic approach to the political position of minorities In our society. Most attention isfocused on the Black racial minority, but what istrue fora racial minority, such as the Indians and Blacks, isoften true foran ethnic minority, such as the growing Spanish speaking minorities. A good deal of attention Isgiven to developing a theoretical framework that

245

will allow political prediction of when cultural racism, biological racism, violence, and political action will occur. Prerequisite; O n e semester of college work. THREE HOURS HOEKSEMA EVERY O T H E R YEAR 304. POLITICS O F T H E M I D D L E E A S T — This course willoffer a survey of recent and current international problems, together with some historical background, including the Arab-lsraeli conflict, the process of decolonization, the question of Arab unity, and the interests and policies of the great powers. Prerequisite: O n e semester of college work. THREE H O URS HOEKSEMA FALL S E M E S T E R 331. LEGISLATIVE P R O C E S S — The organization and operations of Congress and the role of the Executive and Administrative agencies in the process of law making. Major issues before Congress will be studied in some detail. Prerequisite: Political Science 101. THREE HOURS ZOETEWEY SPRING S E M E S T E R 339. A M E R I C A N CONST I T U T I O N A L L A W — Principles of the American Constitution; separa tion of powers, federalism, the power of the national and state governments, and limitations on the exercise of those powers. Prerequisite: Political Science 101. Open to qualified sopho mores. THREE HOURS ZOETEWEY FALL S E M E S T E R 341. H I S T O R Y O F POLITICAL A N D S OCIAL T H E O R Y — The objective of the course istwo fold: 1) to consider some of the basic problems of political philosophy, and 2) to indicate how they grew out of an attempt on the part of m an to discover his purpose and the nature of his social organization. Open to qualified sophomores. Offered May Term, 1986. FOUR HOURS ELDER BOTH SEMESTERS 346. A M E R I C A N POLITICAL A N D SOCIAL T H O U G H T — This course analyzes and interprets fundamental political ideas in terms of their origins, assumptions and developments. Prereq uisite: Political Science 101. Open to qualified sophomores. THREE H OURS ELDER SPRING S E M E S T E R 352. INTER N A T I O N A L LAW, ORGANIZATION, A N D S Y S T E M S — Survey of present and possible future international procedures and systems for resolving problems arising from rela tions between nation states. Open to qualified sophomores. FOUR HOURS HOEKSEMA SPRING S E M E S T E R

246 365. W I L D E R N E S S POLITICS — Wilderness politics is a case examination of the American political system through a detailed field study of the wilderness issue. The three week course is held in Colorado each summer with one week devoted to group interviewing on the subject, one week to a field trip, and a final week to a term project which can be done in a location of the student’s choice. Special emphasis is placed on the interaction of local, state, and national governments in addressing one of the most controversial issues in the Western United States. Open to qualified sophomores. THREE HOURS HOLMES SUMMER TERM 378. A M E R I C A N F O R E I G N POLICY — American foreign policy is examined in global terms with emphasis on alternating political moods of the public, processes by which policy is for mulated and executed, its current substance, and challenges of international politics. Open to qualified sophomores. THREE HOURS HOLMES FALL S E M E S T E R 391. INTERNSHIP P R O G R A M — A variety of internship programs are available through the Politcal Science Department. Field experiences at the local, state, or national government level or with an attorney or a political party organization are possible. Model United Nations intern ships are available forstudents because the Political Science Department runs the largest Model United Nations for high school students in Michigan. A one-hour campaign internship is also available during every national election year. The student will work in the internship for a mini m u m period of time and, under the direction of a staff member, prepare a paper related in some manner with his field experience. Prerequisite: Junior standing, or consent of the chairperson. VARIA B L E H O U R S STAFF BOTH SEMESTERS

395. C A M P A I G N M A N A G E M E N T — Campaign management studies the methods and tech niques of managing a campaign for public office. Topics covered include organization, adver tising, press relations, fund raising, advancing, volunteers, budget, issues development, scheduling and strategies. U p to half of the total class and preparation time m ay involve field work. Students in the course choose between a Democratic Party and a Republican Party lab when doing their field work. Individual campaign plans are prepared at the end of the course. Open to qualified sophomores. Offered only during election years. THREE H OURS HOLMES FALL S E M E S T E R 490. I N D E P E N D E N T STUDIES — Independent research of an advanced nature under the supervision of a designated staff member, culminating in the preparation of an extensive re search paper. Prerequisite: Senior standing and consent of the department chairperson. THREE HOURS STAFF BOTH SEMESTERS 491. R E A D I N G S — Independent reading of assigned works of an advanced nature under the supervision of a designated staff member. Prerequisite: Consent of the instructor. O N E to T H R E E H O U R S STAFF BOTH SEMESTERS 494. S E M I N A R — This course will provide instruction in bibliography and research methods, followed by individual research projects in some field of politics and the preparation of the re search paper. Seminars scheduled for 1985-86 Will study the specialty of a new staff member during Fall Semester or Peace and Defense Policy (Holmes: Spring). Prerequisites: Not less than six hours in Political Science, Junior standing, and permission of instructor. THREE HOURS STAFF, H O L M E S BOTH SEMESTERS 392A. W A S H I N G T O N S E M E S T E R INTERNSHIP IN C O N G R E S S . 392B. W A S H I N G T O N S E M E S T E R INTERNSHIP W I T H POLITICAL INTEREST G R O U P S . 393A. W A S H I N G T O N S E M E S T E R INTERNSHIP IN A M E R I C A N F O R E I G N POLICY. 393B. W A S H I N G T O N S E M E S T E R INTERNSHIP IN PUBLIC ADMINISTRATION. These four internships are offered under the Washington Semester Program (see Poiitical Sci ence 496). Students will participate in two internships. Most students intern in Congress or with a political interest group. S o m e students intern with an executive branch agency, a political party, or another group. Interns will prepare a term paper for each internship on a topic related to the internship experience. 247 EIGHT H O U R S ZOETEWEY SPRING S E M E S T E R 496. W A S H I N G T O N S E M E S T E R P R O G R A M — This program enables superior students from all disciplines to study in Washington, D.C. and to apply knowledge of their area as itrelates to government and politics. Select junior and senior students will take a seminar on American government and politics (Political Science 496,8 hours credit), participate in group interviews with congressmen and legislative staff, executives, lobbyists, political party officials, and jour nalists, intern fortwo six-week periods in Congress (Political Science 392A, 4 hours credit), the executive branch (Political Science 393A or B, 4 hours credit), or with political interest groups (Political Science 392B, 4 hours credit), and prepare extensive research papers based upon their semester’s work. EIGHT H O U R S ZOETEWEY SPRING S E M E S T E R

M R . V A N EYL, C H A I R M A N ; M R . B E A C H , M R . B R O W N , M S . DICKIE, M R . G R E E N , M R . L U D W I G , M R . MOTIFF, M R . M Y E R S ( O N S A B B A T I C A L LEAVE), M R . S H A U G H N E S S Y .

The Department of Psychology aims to provide its students with a strong base in the methodology and fundamental concepts of psychology in order to prepare them to enjoy the study of behavior or to pursue graduate study or practical applications of psychology. Itis the department’s philosophy that the best preparation for the future comes through acquiring the intellectual tools that will enable the student to be a prob lem solver, to change and grow as old techniques and vocational specialities b ecome obsolete and n e w approaches b e c o m e available. T h e department also offers students opportunities to witness and experience psychological principles and thereby to shape their personal visions for the future. Almost half of the department’s courses offer the opportunity for laboratory experience. The department’s exceptional facilities include a faculty-student lounge, an eightroom laboratory for observing children and small groups, 40 additional rooms for laboratory instruction and research with h u m a n s and animals, computer facilities, and innovative classroom facilities. M a n y students collaborate with faculty in research in m u c h the s a m e w a y that graduate students do in large universities. Each year 30-35 psychology students are involved in independent study. The Psychology-Sociology Composite Major is designed specifically for students w h o plan to enter the “helping professions,” such as social work. This program utilizes the greater Holland community and its social agencies as a laboratory for learning. Graduates of the Department of Psychology are n o w pursuing interesting careers, such ds* teacher of Organizational Psychology at Yale University 248 senior partner in an Eastern law firm pastor of a R C A congregation in the Midwest administrative assistant to a United States Senator career officer in the United States Navy personnel manager for a national photography-chemical firm h u m a n engineer for a national computer firm director of a social agency in Western Michigan Although employment opportunities are increasing for the person holding a bachelor’s degree in psychology, a master’s or doctoral degree is still considered essential for doing professional work in the field. M A J O R R E Q U I R E M E N T S ; The curriculum for the psychology major normally con sists of Introduction to Psychology (PS 100), General Experimental Psychology (PS 200), Research Laboratory (PS 390), and five of the following six courses: Develop mental Psychology (PS 230), Introduction to Personality (PS 260), Physiological Psychology (PS 275), Social Psychology (PS 280), Learning and M e m o r y (PS 310), and Perception (PS 340). The psychology major is also required to take statistics (Math 210). The statistics lab (Math 212) and a course from the computer science de partment are strongly recommended. Because behavior is rooted in biologial pro cesses, course work in biology such as Bio. 100 or 111 is also recommended. Those individual students w h o have questions about whether the prescribed 24-hour major isthe most appropriate one for them or w h o would like to form a composite major

Psychology m a y design, in consultation with their psychology advisor, a major program suited to their unique needs and goals. Such students should contact the psychology depart ment chairperson or their psychology advisor as soon as possible so that the con struction of the major program can be done as a forethought rather than an afterthought. M I N O R R E Q U I R E M E N T S : The psychology minor consists of a minimum of 18 hours of psychology credit. P S 290,295,490,494,495, and 496 m a y be repeated but no more than four credit hours in any combination will be counted toward the minor. 100. I N T R O D U C T I O N T O P S Y C H O L O G Y — An introduction to the study of behavior. Psych. 100 or Psych. 200 is a prerequisite for all other psychology courses. THREE HOURS STAFF BOTH SEMESTERS 200. G E N E R A L E X P E R I M E N T A L P S Y C H O L O G Y — A beginning study of experimental and research methodology in contemporary psychology. Specific topics from the areas of learning, perception, motivation, developmental, personality, and social psychology are employed to teach the student basic concepts and methods of observation, measurement, hypothesis for mation, experimental design, data collecting, data analysis, and generalization. FOUR HOURS MOTIFF, V A N EYL, S H A U G H N E S S Y BOTH SEMESTERS 220. E D U C A T I O N A L P S Y C H O L O G Y — S a m e as Education 220. ' 230. D E V E L O P M E N T A L P S Y C H O L O G Y — An introduction to theories, research methods, and findings related to intellectual, linguistic, emotional, perceptual, social and personality development during the life-span, with emphasis on childhood and adolescence. Students with specialized interests can tailora portion of the course to their interests (e.g. linguistics, w o m e n ’s studies, gerontology, adolescence, child-adult relations). THREE HOURS DICKIE A N D ST A F F BOTH SEMESTERS 231. D E V E L O P M E N T P R A C T I C U M — Weekly seminars and readings in conjunction with field placements will emphasize principles and techniques which facilitate interactions with children. Corequisite: Psych 230. ONE HOUR DICKIE A N D S T A F F BOTH SEMESTERS 245. E N V I R O N M E N T A L P S Y C H O L O G Y — This course considers psychological concepts and principles that relate to the physical aspects of the environment. Perceptual, learning, e m o tional, and motivational principles and concepts are related to the natural environment and par- 249 ticularly to the designs of man-made environments. THREE HOURS V A N EYL 260. P E R S O N A L I T Y — Study of the dynamics of human personality: motivation, emotion, self concept, frustration and conflict, anxiety and defense mechanisms, with a focus on the pro cesses of adaptive, healthy personality functioning and growth. Personality development, per sonality assessment, and representative viewpoints of personality psychology are also exam ined. The student becomes actively engaged in exploring the processes, problems and pleasures of becoming a person. THREE HOURS B EACH, B R O W N BOTH SEMESTERS 262. M E T H O D S O F S OCIAL R E S E A R C H — S a m e as Sociology 262. 275. P H Y S I O L O G I C A L P S Y C H O L O G Y : BRAIN A N D B E H A V I O R — An introduction to the physiological bases of behavior. Research findings and methods will be emphasized regarding the neural processes underlying brain function and behavior. THREE HOURS M OTIFF FALL S E M E S T E R 280. SOCIAL P S Y C H O L O G Y — The scientificstudy of how people think about, influence, and relate to one another. Topics include aggression, conformity, persuasion, prejudice, and interper sonal attraction. THREE H O URS GREEN BOTH SEMESTERS 290. S U P E R V I S E D S T U D Y IN P S Y C H O L O G Y — Designed to give the psychology student an opportunity forfirst-hand learning experience in laboratory settings or in a field placement under

the supervision of a faculty member. Itis the student’s responsibility to obtain prior approval of the project from his/her faculty supervisor. M ay be repeated for credit; however, credit may not be applied to the 18-hour psychology minor requirement. Pass/Fail credit only. Prerequisite: Psych, too and permission of the instructor/supervisor. O N E or T W O H O U R S STAFF BOTH SEMESTERS 295. STUDIES IN P S Y C H O L O G Y — An experimental lecture or seminar course designed as a one-time or trial offering. M ay be repeated tor credit but no more than four hours m ay be ap plied to the 18-hour psychology minor. Prerequisite: permission of instructor. T W O or T H R E E H O U R S STAFF 310. L E A R N I N G A N D M E M O R Y — Experimental methods, research findings and contem porary theories are evaluated for problems of conditioning, learning, and memory. THREE HOURS SHAUGHNESSY FALL S E M E S T E R 330. T H E E X C E P T I O N A L CHILD — S a m e as Education 330. 335. A D U L T D E V E L O P M E N T A N D A G I N G — A study of research and theory about human development during the post-adolescent years, with emphasis on the issue of continuity ver sus change in the various stages of life.Special attention ispaid to the problems and challenges of late adulthood. Prerequisite: Ps. 230. THREE HOURS LUDWIG 340. P E R C E P T I O N — An introduction to the sensory and perceptual processes as manifest incontemporary theory, research, and application. Special attention ispaid tovision, but hearing, taste, smell, speech, and psycholinguistics are included. THREE H OURS VAN EYL SPRING S E M E S T E R 365. T H E HELPING RELATIONSHIP: PRINCIPLES A N D SKILLS— This course isa seminar• workshop discussing the principles and practicing skills involved in the helping relationship. Several instructors explore the theories of the helping relationship, helpers and helpees as per sons, clinical skills of effective helping, self-defeating behavior, and transactional analysis ap plied to helping. The course has a limited enrollment and is held on Beaver Island. THREE HOURS MOTIFF MAY TERM

250

370. P S Y C H O L O G Y O F B E H A V I O R D I S O R D E R S — An introduction of the study of patholog ical behavior. Includes investigation into etiological factors, c o m m o n syndromes, and survey of therapeutic measures. Prerequisite: Psychology 260. THREE HOURS STAFF BOTH SEMESTERS 380. G R O U P D Y N A M I C S — Systematic study of the characteristics and functions of face-toface groups; interpersonal relationship, group forces, cohesiveness, group process, goal for mation, decision-making, stylesof leadership and group membership roles. Practical application of group dynamics theory is included. Analytical observations are taken of groups in actions. Psychology 280 is strongly recommended as a prior course. THREE HOURS BEACH SPRING S E M E S T E R 390. R E S E A R C H L A B O R A T O R Y IN P S Y C H O L O G Y — A psychology laboratory course in a specific content area such as Animal Behavior, Developmental Psychology, Perception, En vironmental Psychology, Learning, Psycholinguistics, or Physiological Psychology: Brain and Behavior, stressing contemporary methods of investigation and behavioral research. A prereq uisite isGeneral Experimental Psychology (200). May be repeated forcredit providing no specific content area is repeated. O n e course is required for the psychology major. T W O HOURS STAFF BOTH SEMESTERS 400. T E S T S A N D M E A S U R E M E N T S — An introduction to the purposes, the construction and the interpretation of tests of psychological and educational differences and uniformities. Pre requisite: Math 210. THREE HOURS STAFF

410. P S Y C H O T H E R A P Y A N D P E R S O N A L I T Y T H E O R Y — Representative systems of psy chotherapy are examined comparatively in terms of their theoretical origins, therapeutic pro cess and criteria of evaluation. Prerequisites; Ps. 260; Ps. 370 is recommended. THREE HOURS BROWN 490. SPECIAL S T U D I E S — This program affords an opportunity for the advanced psychology or psycholinguistic student to pursue supervised projects of his or her own choosing beyond the regular course offerings. The project m ay take on one of three forms: 1) the scholarly treat ment of a particular topic using the library; 2) laboratory research; 3) a field placement combining study and an appropriate work experience with an organization or a professional person. All three project types can be done in various combinations, on or off campus. To.be eligible for the course the student must have a faculty sponsor, a specific topic in mind, a reasonable background in related course work, good independent study habits, initiative and high motiva tion. Special Studies credit requires departmental approval of a formal proposal to be submit ted priorto registration. The number of credit hours and whether the course istaken fora grade or on a pass-fail basis are subject to department approval. The course m ay be repeated but no more than four hours of credit in this course may be applied to the psychology minor require ment of 18 hours. H O U R S T O BE A R R A N G E D STAFF BOTH SEMESTERS A N D S U M M E R 494. T O P I C A L S E M I N A R — A student or faculty initiated seminar on a special topic in psy chology. Intended for students of demonstrated maturity, as usually indicated by upperclass standing. May be repeated for credit, but no more than four hours in 290,295,490,494,495 and 496 m ay be applied to the 18-hour psychology minor requirement. Prerequisite; permis sion of seminar instructor. (Examples of previous offerings are: Mental Retardation, H u m a n Sexuality, Urban Environment, and Monkeys, Apes and Man.) • T W O or T H R E E H O U R S STAFF 495. A D V A N C E D STUDIES IN P S Y C H O L O G Y — An experimental lecture or seminar course designed fora one-time or trialoffering. Intended forstudents of demonstrated maturity, as usual ly indicated by upperclass standing. M ay be repeated for credit, but no more than four hours m ay be applied to the 18-hour psychology minor requirement. Prerequisite: permission of instructor. T W O or T H R E E H O U R S ST A F F 496. P S Y C H O L O G Y INTERNSHIP — A closely supervised practical experience in a profes sional setting. This course is intended for upperclass psycholgy and psychology-sociology m a jors. The experience can include observing, assisting, assuming regular duties, or pursuing a special project. The general guideline for credit is3 hours per week (fora semester) for each one hour of credit. This course may be repeated forcredit. Prerequisite: Departmental approval, Pass/Fail credit only. H O U R S T O BE A N N O U N C E D STAFF BOTH SEMESTERS Special learning opportunities for psychology students are available through the Louisville, Chicago, Philadelphia, and Washington semesters. See pages 113 and 115.

MR. VOSKUIL, C H A I R P E R S O N ; MR. B A N D S T R A , MR. BRUINS, MS. E V E R T S , MR. K E N N E D Y , MR. PALMA, MR. VERHEY, MR. WILSON.

The broad academic purpose of the study of religion at the college level is to under足 stand the Christian faith and the role of religion in h u m a n culture. To accomplish that end, the Department of Religion is divided into five areas of academic investigation:: Biblical studies, historical studies, theological studies, world religions, and religion in culture. While each student majoring in religion is required to enroli in advanced level courses in each of the five areas, most religion majors concentrate in one area and develop, thereby, a considerable expertise. M a n y students have found the re足 ligion major an excelient w a y of focusing their iiberal arts education at H o p e College. Students majoring in reiigion participate in a wide variety of academic and service activities which include: assisting professors with research programs enrolling in the Philadelphia or Chicago Urban Semesterto investigate aiternative ministries in an urban setting leading youth groups, both denominational and non-denominational, in area churches and performing community services Students majoring in religion m a y form a composite major with another academic discipline, such as Philosophy, Communication, Theatre, Music, Psychology, Foreign Languages, Sociology, and History. Each year m a n y graduates of this department go on to graduate studies in major universities and seminaries in this country and abroad. Graduates of the Department of Religion are currently leading satisfying careers such as: . pastoring churches in this country and abroad 252 teaching in seminaries and colleges serving as a theologicai librarian directing a h o m e for the aged serving as youth directors in locai churches RELIGION O F F E R I N G S F O R T H E A L L - C O L L E G E R E Q U I R E M E N T S Studies in the department are an integral part of the college curriculum and six se足 mester hours (three semester hours for Junior and Senior transferees) in Religion offerings are required for graduation. Three of these hours are to be elected from the Basic Studies in Religion. The remaining hours are to be drawn from the upper level religion courses, allowing for those exceptions where additional prerequisites are listed. RELIGION A S A M A J O R Religion is a department within the Humanities Division presenting an area of study and research which students preparing for various professions m a y choose as the focus of their liberal arts education. The Department of Reiigion is comprised of five disciplines: Biblical Studies, Historicai Studies, Theoiogicai Studies, Studies in World Religions, Studies of Religion in Culture. A religion major program requires 27-30 semester hours of courses eiected from the five disciplines in Reiigion. Options for religion majors inciude seminars or individual research and, in consultation with the department chairperson, the opportunity to fuifillselected required courses through a tutorial reading program. The program has been endorsed and r e c o m m e n d e d by graduate theological seminaries for students preparing for church vocations.

For students interested in pursuing careers in Christian education and youth work in the local church, the religion major-church worker program is recommended. This program consists of the reguiar religion major course of study to which particular courses for skill development are added. M I N O R IN RELIGION: A minor consists of a m i n i m u m of 18 credits, including one course at the 100 level, four courses at the 200 and/or 300 level (itis suggested that these courses be elected from four of the five major disciplines offered by the depart ment), and one course at the 400 levei.

Basic Studies in Religion 111. I N T R O D U C T I O N T O BIBLICAL LITERATURE — A beginning study of the history and theology of the Old and N e w Testaments. THREE HOURS B A N D S T R A , EVERTS, VERHEY, V O S K U I L 121. CHRISTIAN ORIGINS — A study of early Christianityof the firstand second centuries with reference to the cultural millieu, the spread of the Christian religion, creedal formulations, the formation of the canon, and social issues. THREE HOURS BRUINS, EVERTS, V O S K U I L 131. BASIC CHRISTIAN T H O U G H T — A study of basic Christian beliefs about God, creation, evil,Jesus Christ, salvation, and the future. These beliefs are examined intheirbiblical, historical, and current contexts. THREE HOURS P A LMA, W I L S O N 141. INTRODUCTION T O W O R L D RELIGIONS— A historical and geographical survey of some major religions of the world: the religions of India, China, Japan, and the Near East. Emphasis is placed on the role of religion in the development of the culture and ethos of these areas. THREE HOURS WILSON 151. RELIGION A N D S O C IETY — An examination of the role that religion plays in societies such as ancient Israel and early Christianity. The place of religion in these societies will serve as models for understanding religion in American life,past and present, with special reference to issues such as church and state, and religion and social ethics. THREE HOURS BOULTON, K E N NEDY

253

Biblical Studies 213. P R O P H E C Y IN T H E O L D T E S T A M E N T — A close Study of the literature of the prophets against the background of Israelite and Mesopotamian history. THREE HOURS BANDSTRA 214. INTERTE S T A M E N T A L LITERATURE— A study of the literature between the Old and N e w Testaments with close attention given to the rise of apocalyptic prophecy, the Dead Sea scrolls, and the development of Judaism. THREE HOURS BANDSTRA 217. G O S P E L LITERATURE — A study of the synoptic gospels and John focusing on the life and teachings of Jesus, the development ofthe gospel traditions, and the special interests and concerns of each evangelist. THREE H OURS EVERTS, V E R H E Y 218. PAULINE LITERATURE — A study of the lettersof Paul as concrete addresses to particular problems of real communities. The lifeof Paul, the sources of his thought, and the consistent theological and ethical themes in the letters are investigated. THREE HOURS EVERTS, V E R H E Y 311. W I S D O M L I T E R A T U R E — A close reading of the Old Testament wisdom literature, with special focus on Job, Proverbs and Ecclesiastes with a view to discerning the nature of biblical wisdom and its role in daily living. THREE HOURS BANDSTRA

313. BIBLICAL A R C H E O L O G Y — A study of Near Eastern archeological discoveries and their role in illuminating the history and literature of the biblical period. THREE HOURS BANDSTRA 315. BIBLICAL T H E O L O G Y — A study of major theological themes evidenced in biblical lit erature, with attention given to methods of interpretation. THREE HOURS BANDSTRA 316. LA T E N E W T E S T A M E N T W R I T I N G S — A study of late N e w Testament writings, focus ing on James, IPeter, Hebrews, and Revelation. Issues of background, genre, and interpretation will be dealt with. Other late N e w Testament and early Christian literaturewillalso be examined briefly. THREE HOURS EVERTS, V E R H E Y 317. N E W T E S T A M E N T E T H I C S — A study of the moral teachings of the N e w Testament and their relevance for contemporary Christian ethics. Prerequisite: 217,218, or 316. THREE H O URS VERHEY

Historical Studies 221. RISE O F CHRISTIANITY I— The rise and development of Christianity from the second century to the Reformation era. Students who intend to take both 221 and 222 should select them in their proper sequence. THREE H OURS VOSKUIL 222. RISE O F CHRISTIANITY II— The historyof Christianity from the Reformation to the pres ent day. Students w ho intend to take both 221 and 222 should select them in their proper se quence. ' THREE HOURS VOSKUIL 321. RELIGION IN A M E R I C A — An analysis and study of the various religious movements and cults in America from colonial times to the present. THREE H OURS BRUINS, V O S K U I L 322. STUDIES IN CALVINISM— A survey of the teachings of John Calvin and the development of the Reformed tradition in Europe and North America. 254 T H R E E H O U R S B RUINS 323. CHRISTIANITY A N D C O N T E M P O R A R Y A M E R I C A N C U L T U R E — An examination of the various'ways the Christian faith interacts with major phenomena in contemporary American culture. THREE HOURS V O S KUIL

Theological Studies 232. C O N C E P T I O N S O F G O D — A study of ancient, medieval,and modern ideas of G od pres ent in major religions, theologies, and philosophies. They will be examined and evaluated in the light of the biblical understanding of God as itdevelops in the Judeo-Christian tradition, and in relation to such topics as creation, human freedom, and knowledge of God. THREE HOURS P ALMA, W I L S O N i233. P E R S P E C T I V E S O N C H R I S T — A survey and study of major views and images of Jesus 'Christ which have arisen from theological, historical, cultural, and artistic perspectives. These views and images are evaluated on the basis of the biblical witness to Jesus Christ. THREE HOURS PALMA 234. H O L Y SPIRIT A N D CHRISTIAN SPIRITUALITY— A survey of major views on the nature and work of the Holy Spirit set forth from Pentecost to the present throughout the Christian church. These views, plus those on human spirituality, will be evaluated on the basis of the biblical witness to the Holy Spirit. THREE HOURS PALMA

332. C R E A T I O N A N D N E W C R E A T I O N — A study of major Judeo-Christian conceptions of the creation of the world and humanity, their liberation from evil, and their being transformed into a new creation. These conceptions are contrasted with those held outside the JudeoChristian tradition, and all are evaluated on the basis of the biblical witness. THREE HOURS BOULTON, P A L M A 334. T H E O L O G I C A L R E F L E C T I O N S — A critical Study of major issues and questions which arise in the formation of Christian theology and thought. Those covered include grounds for belief in God; how God is known; revelation, faith, and reason; theology and science; nature and miracles; the character of God-talk; truth and logic in theology; and God and lifeafter death THREE HOURS PALMA

Studies in World Religions 241. RELIGIONS IN INDIA— A study of the history and development of the major religions of India. Special attention is drawn to the impact of historical religion on modern India. Fulfills philosophy major Indian philosophy requirement. THREE H OURS WILSON 243. RELIGIONS O F CHINA A N D J A P A N — A study of the historyand development of the major religions of China and Japan. Emphasis is placed on the distinction between religions endemic to these areas and those which were “imported.” Analysis of the interaction between these two types of religions directs our attention to the influence of culture on religion and religion on culture. THREE HOURS WILSON 343. STUDIES IN ISLAM — A study of the history and development of Islam, considering its literature, doctrines, traditions, and practices. Particular emphasis is placed upon sectarian Islam with itsvarious geographical locations and its political signifcance in the world today. THREE HOURS WILSON

Religion in Culture 252. CHRISTIAN E T H I C S — This course gives students an opportunity to analyze the ethical system of an unfamiliar Christian community and to encounter Christian ethics as a discipline and a vocation. 25I THREE HOURS BOULTON 352. CHRISTIAN E D U C A T I O N — An examination of current trends in Christian education in reference to theory, methods, and curricula in Christian education for the local church. THREE HOURS STAFF 353. CHRISTIAN L O V E — This course examines the crowning virtue in Christian morality, with special attention to sexual ethics. In a theological framework, students reflect on the origins and ends of sexuality, on the relation of love to justice, and on the meaning of marriage and the single life. THREE HOURS BOULTON

Seminar and Independent Study 295. STUDIES IN RELIGION — A lecture or seminar class on a selected topic from one of the five disciplines of the department. Prerequisite; one course in “Basic Studies in Religion” and sophomore standing. THREE HOURS STAFF 490. I N D E P E N D E N T STUDIES — A program providing an opportunity for the advanced stu dent to pursue a project of his/her own interest beyond the catalog offerings. Course can be based upon readings, creative research and/or field projects. Permission of department chairperson required. ONE, T W O or T H R E E H O U R S ST A F F

493. S E M I N A R — Offered as needed to cover topics not usually included in other religion courses. Enrollment is normally limited to 15 students. For religion majors only, or by permis sion of the instructor. THREEHOURS ST A F F 495. A D V A N C E D TOPICS IN RELIGION — A senior level lecture-discussion course intended for students of demonstrated maturity, as usually indicated by upperclass standing. THREE HOURS ST A F F 499. RELIGION INTERNSHIP — A supervised practical experience in a local church or reli gious organization. The experience can include observing, assisting, assuming regular duties, or pursuing a special project. The normal guideline forcredit is3 hours per week (fora semester) for each hour of academic credit. Departmental approval required. Prerequisite for church placements'. Religion 352. THREE HOURS ST A F F

M R . PIERS, C H A I R P E R S O N ; M R . L U I D E N S , M R . N E M E T H . M R . O S B O R N , M R . S O B A N I A .

T h e Department of Sociology and Social W o r k provides students with a variety of courses in two pre-professional “tracks.” The Sociology track prepares students w h o plan to enter graduate or professional school in the areas of sociology, law, urban planning, the ministry, and numerous other fields. T h e Social W o r k track, which is granted in conjunction with the Department of Psychology, prepares students w h o are intending to join the “helping professions,” either directly after graduation or following graduate studies in social work, counseling, law or ministry. Sociology can be defined as the scientific study of h u m a n societies. In order for stu dents to engage in this study, they will be introduced to major theoretical and meth odological issues of the discipline. Students will be able to choose from a wide selec tion of topical courses. These courses bring various theoretical and methodological understandings to the analysis of specific social structures and processes. T h e program for a Sociology major requires a m i n i m u m of 27 hours. The course pro g ram must include a) Principles of Sociology (Soc. 101); b) Introduction to Statistics (Math. 210); Methods of Social Research (Soc. 262); and d) Theoretical Perspectives in Sociology (Soc. 361). Itis strongly recommended that these courses be completed by the end of the junior year. T h e Social W o r k major, a composite of Psychology and Sociology, is designed for students w h o are intending to enter professions which require direct contact with peo ple concerning their social and personal welfare. This major builds upon a broad liberal arts base and examines; a) the philosophies of social welfare; b) various the oretical perspectives of sociology, psychology, and the other social sciences; and c) the complementary utility and integrative properties of the various theoretical perspectives. T h e requirements for the Social W o r k major include the following Social W o r k courses: a) Sociology and Social Problems (Soc. 101); b) Sociology of the Family (S.W. 232), Introduction to Social Welfare (S.W. 241), Child Welfare or Urban Soci ology (S.W. 242 or Soc. 312), Methods of Soc. Research (Soc. 262), and Social In terventions (S.W. 442); and c) the following courses from the Psychology Department: Psychology 100 or 200, 230,260,280 or 330,370,380, or 410. Although not required. Social W o r k 443 or 446 is strongly r e c o m m e n d e d for all stu dents in the Social W o r k major. Itis also rec o m m e n d e d that Social W o r k majors take Introduction to Statistics (Mathematics 210) for their College mathematics require ment, and H u m a n Ecology (Biology 218) and Principles of Heredity (Biology 217) toward their science requirements. Students contemplating the Social W o r k major should consult with the Department of Sociology and Social W o r k by the end of their sophomore year. In addition to their classroom and experimental programs. Social W o r k students en gage in a wide variety of activities which include the following: social research in the community liaison work with the Holland Police Department work with the mentally and physically handicapped in local clinics and hospitals work on a “one to o n e ” basis with juvenile delinquents throughout the local courts

work with neglected children through local agencies work with school children through social workers in schools Sociology and Social W o r k students have the unique opportunity to carry out s o m e of their studies in other social contexts. In particular, the Philadelphia Urban Semester and Chicago Metropolitan Semester offer students courses and field placements in an urban setting. Graduates of H o p e ’s Department of Sociology and Social W o r k have been involved in a variety of satisfying careers such as: college teachers, high school teachers ministers and church workers director of drug clinic in Western Michigan workers in prisons supervisors in counseling centers teachers of social work and psychiatry at major universities legal aid lawyer in Detroit, Michigan professional counselor for the Girl Scouts of America director of programs of special education in Virginia housing director at a midwest college M I N O R : A minor in the field of Sociology consists of three required courses (Sociology 101,262, and 361) and three Sociology courses of the student’s choosing.

A. Basic Courses in Sociology and Social Work 101. SOCIOLOGY A N D SOCIAL PROBLEMS — Examination of the concepts and theories which make up the sociological perspective, the evidence which supports these theories and some ways in which the sociological perspective can aid in understanding social phenomena in the contemporary world. THREE H O U R S

258

LUIDENS, NEMETH

BOTH SEMESTERS

151. CULTURAL ANT H R O P O L O G Y — A study of the historical trends in anthropology that have led to itspresent perspective. The concepts of functionalism and cultural relativism are examined and evaluated. The course surveys various cultural patterns around the world. THREEHOURS

SOBANIA

FALL SEMESTER

B. Sociology Courses 231. CRIMINOLOGY — The study of the social definition of “crime” and the process of defin

ing criminals. The roles of power and group self-interest will be analyzed as w e examine the demographic and social contexts in which crime has been variously “found” in society. Pre requisite: Soc. 101. THREEHOURS

LUIDENS

FALL SEMESTER

232. SOCIOLOGY OF THE FAMILY— A study of family structure in both the American socie

ty and in other cultures. Theory and research will focus on trends in family lifeand social prob lems reflected in family functioning. S a m e as S.W. 232. THREE H O U R S

PIERS

BOTH SEM

262. M E T H O D S OF SOCIAL R E S E A R C H — A course dealing with a variety of research tech

niques available to social scientists. An attempt will be mad e to evaluate the merits of each technique. Practical experience will be part of the course. THREE H OURS

NEMETH

SPRINGSEM

265. SOCIOLOGY OF EDUCATION — Education from the institutional perspective, as an agen

cy of socialization, analysis of various school and community relationships and discussion of the responsibility of both for the educational program of the community, and the relationship in general between society and education. Prerequisite: Soc. 101. S a m e as Educ. 265. THREE H O U R S

LUIDENS

SPRING SEM

280. S O C I A L P S Y C H O L O G Y — The psychological principles underlying interpersonal and group behavior and the effect of social conditions on individual behavior. S a m e as Psych 280. THREE HOURS MYERS BOTH SEMESTERS 295. STUDIES IN S O C I O L O G Y — Readings and discussion focusing on a selected topic of interest to sociologists and students. Prerequisite: permission of the instructor. T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 311. P O P U L A T I O N STUDIES — Determinants and consequences of changes in the basic demographic variables: fertility, mortality, migration. Composition and distribution of popula tion throughout the world with emphasis on the relationship between population and other social, economic, and political factors. Issues about population control are also considered. Prereq uisite: Soc. 101. THREE HOURS NEMETH FALL S E M E S T E 312. U R B A N S O C I O L O G Y — A study of perspectives sociologists use in studying cities, fac tors involved in urbanization, and the crisis in American cities. Study of the origin and develop ment of cities, theory and research findings on the impact of urbanization on social life.Discus sion of the changing shape and nature of cities and of urban social problems. Prerequisite: Soc. 101 .

THREE HOURS NEMETH FALL S E M E S T E 313. R U R A L S O C I O L O G Y — A study of the changing socio-cultural patterns in rural America. This course will focus on the contemporary structure of rural America covering such areas as agri-business and recent migration trends that affect rural areas. Prerequisite: Soc. 101. THREEHOURS STAFF FALL S E M E S T E 321. PUBLIC OPINION A N D M A S S C O M M U N I C A T I O N — Conceptual analysis of public opin ion in relation to notions of democratic behavior and social change. Problems of measurement. The influence of the mass media, reference groups, and interpersonal relations. Prerequisite: Soc. 101. THREE HOURS STAFF SPRING S E M E S T E R 325. S O C I O L O G Y O F F O R M A L O R G A N I Z A T I O N S — An analysis of the nature and dimen sions of formal “complex” organizations. Examination will be mad e of the inter-relationship between the principal organizational variables, such as centralization of power, job satisfac tion among employees, formalization of tasks, and effectiveness of performance. Prerequisite: 259 Soc. 101. THREE HOURS L U I DENS FALL S E M E S T E R 331. S OCIAL STRATIFICATION — A study of sociological theory and research bearing on the various systems of social classification, such as class, power, prestige, race, ethnic background, sex, and age categories. Prerequisite: Soc. 101. THREE HOURS LUIDENS FALL S E M E S T E R 341. S O C I O L O G Y O F RELIGION— This course isintended to introduce the student to the varie ty of approaches, concepts and theoretical understandings which constitute the discipline of the sociological study of religion. Prerequisite: Soc. 101. THREE HOURS LUIDENS SPRING S E M E S T E R 351. S O C I O L O G Y O F S P O R T S — An examination of the scope and impact of sport in the twen tieth century. Special attention will be focused on sport and social processes such as the in fluence of sport on mobility, stratification, and socialization. Emphasis willalso be given to con temporary problems in sport and a look into the future of sport for man. S a m e as Phys. Ed. 361. THREE HOURS VANDERBILT FALL S E M E S T E R 356. S OCIAL C H A N G E — An understanding of social change is a fundamental concern in so ciology. This course will examine research dealing with both individual and cultural aspects of social change. Topics such as the diffusion of innovations, the effects of mass communications, and the near-universal pattern of modernization will be discussed and analyzed. Prerequisite: Soc. 101, or permission of the instructor. THREE HOURS NEMETH FALL S E M E S T E R

361. T H E O R E T I C A L P E R S P E C T I V E S IN S O C I O L O G Y — This course will cons rthe m a jortheorists of sociology and the major questions asked or primary aspect focused on by each. Prerequisite: Soc. 101. THREE H OURS LUIDENS SPRING S E M E S T E R 490. I N D E P E N D E N T STUDIES IN S O C I O L O G Y — This program affords an opportunity forad vanced students in Sociology to pursue a project of theirown interest beyond the regular course offerings. The project may take one of several forms: 1) library readings on a topic in Sociology, 2) a supenrised research project, 3) a supervised field project combining study with appropriate work experience. To become eligible forthis course students must have in mind a rather specific project, some background in related courses. Application in writing, including a course proposal and bibliography, should be submitted during advanced registration to the department through the instructor who will be supervising the project. Open to senior Sociology majors with the con sent of the department. T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 495. S E M I N A R IN S O C I O L O G Y — A senior course designed to enable students and faculty to organize and integrate a variety of interest areas in Sociology, thereby culminating the m a jorwith a synthesis provided through theoretical perspectives. Prerequisite: 15 hours of Soci ology. ONE, T W O or T H R E E H O U R S STAFF BOTH SEMESTERS

C. Social Work Courses

260

232. S O C I O L O G Y O F T H E FAMILY — A study of family structure in both the American socie ty and in other cultures. Theory and research study will focus on trends in family lifeand social problems reflected in family functioning. Prerequisite: Soc. 101. S a m e as Soc. 232. THREE HOURS PIERS BOTH SEMESTERS 241. I N T R O D U C T I O N T O S OCIAL W E L F A R E — Examination of social welfare as a social in stitution. the history and philosophy of social work and the contribution of social work to social welfare institutions. Prerequisite: Soc. 101. THREEHOURS OSBORN SPRING S E M E S T E R 242. CHILD W E L F A R E — Examination of the philosophy of child welfare as a specific part of social welfare and the programs and policies which perpetuate the child welfare institutions. THREE HOURS OSBORN FALL S E M E S T E R 290. I N D E P E N D E N T S T U D Y IN S O C I A L W O R K — Designed to give a student specific ex perience in supervised agency observations, combined with study of library readings on a Social Work topic. Students are responsible for obtaining prior approval for their study from super vising faculty. Though the course may be repeated for credit, only three hours of S.W. 290 and 295 m ay be applied to the Social Work major. T W O or T H R E E H O U R S ST A F F BOTH SEMESTERS 295. STUDIES IN SOCIAL W O R K — Experimental lecture, readings and discussion focusing on selected topics of interest to Social Work students. Prerequisite: Permission ofthe instructor. T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 442. S O C I A L INTERVENTIONS — Foci include: 1) Principles of the social work relationship. 2) framework for interpersonal helping, and 3) its utility for social work practice. Prerequisite: S.W. 241. THREE HOURS PIERS B O T H S E M E S T E R S 443. S O CIAL W O R K FIELD P R O J E C T — This program offers the opportunity for advanced social work students to experience working with individuals, groups, and community organiza tions under the close supervision of professional social workers. The program is offered in cooperation with several social and criminal justice agencies in Western Michigan. Work may include direct service, client advocacy, or training and referral sen/ice for client systems. Stu dents wiil spend the equivalent of one agency day per week in the field. Prerequisite: Soc. 442,

previously or concurrently taken, and permission of the instructor during the semester prior to registration. THREE HOURS PIERS BOTH SEMESTERS 446. S O CIAL W O R K FIELD P R O J E C T — Field experience isthe same as in Social Work 443. Time spent at agency will be two agency days per week. See Soc. 443 for more information. SIX H O U R S PIERS BOTH SEMESTERS Note: The Social Work Field Project may be repeated for as many as nine hours of credit. 490. I N D E P E N D E N T S T U D Y — This program allows advanced students insocial work to pursue a project oftheirown interest beyond regular course offerings. Project may take the form of library research and study project or supervised research project. Students must have a specific project in mind. Prerequisite: 20 hours toward Social Work major. T W O or T H R E E H O U R S STAFF BOTH SEMESTERS 495. A D V A N C E D S E M I N A R IN SOCIAL W O R K — A senior level seminar course designed for trial offering which enables faculty and students to organize and integrate a variety of interest areas in social work. Prerequisite: senior standing. Social Work major, and permission of the instructor. THREE HOURS STAFF BOTH SEMESTERS

MS. C A R D E R , A C T I N G C H A I R P E R S O N ; MR. GR I N D STAFF, MR. R A L P H , MR. SMITH, MR. TAMMI. Assisting Faculty: M R . T I L L S T R O M .

Course offerings in theatre, along with the department's co-curricular production pro gram, are designed to provide the liberal arts student with knowledge of and ex perience in an art form which has played an important role in our cultural history as well as in contemporary society. Performance or laboratory experience mak e s possi ble an appreciation of the art which can be derived only from direct participation. The practical experience of working together in a discipiined collaborative art facilitates o n e ’s understanding of oneself and of other people. T h e theatre program is further intended to enhance the cultural lifeof the c o m m u n i ty through the presentation of plays of value from a historical, contemporary, literary, or entertainment point of view. Theatre students currently engage in such activities as: acting, directing, designing participating in theatre production at all levels participating in the N e w York Arts semester program or the Philadelphia Ur ban Semester program sponsored by the G L C A working with established professionals in theatre through a guest artist pro gram Graduates of the Department of Theatre have recently been involved in pursuing such careers as: freelance acting elementary and secondary school teaching serving as m e m b e r s of resident companies, such as the Actors Theatre of Louisville 262 designing lighting for the Jeffrey Ballet working in the Juilliard costume shop internships at regional professional theatres such as Actors Theatre of Louis ville and Alaska Repertory Theatre assistantships at graduate schools such as University of Michigan, Michigan State, University of Nebraska, University of Virginia A major in theatre generally serves one of the following purposes: More intensive study in this particular discipline as the emphasis within the student’s liberal arts education. 2. Preparation for a career in teaching. . 3. Preparation for graduate work leading to an M.A., M.F.A., Ph.D., or D.F.A. degree in theatre 4. Preparation for work in a non-commercial field of theatre such as c o m m u n i ty theatre. 5. Preparation for advanced training leading to a career in the professional theatre. The major program is designed on a “contract” basis, with two provisions as follows: 1. A 27-hour general core, consisting of Play Analysis (Theatre 243); Acting (Theatre 216); Stagecraft (Theatre 121); one course chosen from M a k e u p (Theatre 215), Scene Design (Theatre 222), Lighting Design (Theatre 223), and Costume Design (Theatre 224); Stage Direction (Theatre 331); 2 courses MAJOR:

in early Theatre History chosen from Theatre 301,302, 303, and 307; one course in modern Theatre History either 304 or 306; and a total of 3 hours sin gly or in combination from Practicum (Theatre 380), Independent Studies fTheatre 490), and Seminar (Theatre 495). In addition, the major wili complete a m i n i m u m of one hour of Theatre Laboratory (Theatre 280) credit in each of the following areas; acting, costuming, and iighting/sound; or have engaged in an approved equivaient experience in each of these areas. 2. Additionai courses which the student wiii, in consultation with a departmen tal academic advisor, propose for compietion of his or her major contract. This proposed course of studies in an area or areas of special concentration will be designed to suit the student’s o w n individual interests, needs, and career goais. Typicai areas of concentration are design and technical theatre, direct ing, acting, or theatre history and criticism. T h e major contract proposal will be submitted for approval to the Theatre Council, which is comprised of the theatre faculty and two elected student representatives. In addition to the curricular requirements, every student w h o does not have an as signed responsibility on- or off-stage for a major departmental production is expected to serve a m i n i m u m of 10 hours on one of the crews for that production. Majors with a concentration in performance are expected to participate in all departmental pro duction auditions. In order that full advantage m a y be taken of the individualized approach to the m a jor program, it is in the best interest of the student to apply for acceptance as a m a jor by the end of the sophomore year. In any case, no major application will be ap proved which does not include two fuli semesters of study following the submission of the proposed contract. Although the department has no foreign language requirement beyond the general college requirement, students anticipating graduate school — particularly in the areas of theatre history, literature, and criticism — are advised to consider the undergrad uate preparation in language which m a y be expected by graduate departments. A student handbook for majors and prospective majors is available in the department office. Majors are expected to be familiar with information provided in this handbook. 263 C O U R S E S FULF I L L I N G C O L L E G E C O R E R E Q U I R E M E N T S : Performing and Fine Arts: first unit — Theatre 101,105,153. Performing and Fine Arts: second unit — A n y course work totaling three hours. Senior Seminar; IDS 400. M I N O R : A minor consists of a m i n i m u m of 20 hours, including Theatre 121,216,331, one course in design (Theatre 215, 222, 223, or 224), one course in early theatre history (Theatre 301,302,303, or 307), one course in modern theatre history (Theatre 304 or 306), and two credits in one or more of the following; Theater 380,490, or 495.

I. General 101. INTRODUCTION TO THE THEATRE — Intended for the non-major. Appreciation of the theatre and its role in contemporary life. Consideration of history, theory, playwriting, acting and directing, and technical areas, primarily from the audience point of view. Course includes laboratory experience and attendance will be required at films screened outside of class. Course m ay not be taken for credit ifstudent has previously completed Theatre 105. Maybe taken to

fulfillintroductory course unit of College Performing and Fine Arts requirement. THREE H O U R S

STAFF

BOTH SEMESTERS

389. GLCA ARTS P R O G R A M — The Great Lakes Colleges Association Arts Program, in N e w

York City, involves the student In a full semester’s study in the arts. The program includes a Seminar on the Arts in which all students participate, together with individual projects which

usually take the form of a professional apprenticeship. Approval by the department is required prior to the student’s registering forthis course, and the department must approve the student’s individual program before credit will be granted. The registrant must be accepted into the pro gram by the Director of the G L C A Arts Program. The Arts Program should preferably be taken during the junior year. SIXTEEN H OURS (MAXIMUM)

BOT H SEMESTERS

II. Performance and Production N O T E : For course offerings in dance, see separate catalog listings under Dance. 105. INTRODUCTION TO THEATRE PRACTICE — Introduction to the performance and pro duction aspects of theatre art. Through readings, discussions, laboratory experience, and class projects, the student will become acquainted with the functions and the relation to the total pro duction organization of the director, assistant director, designers, technical director, actors, technicians, and stage manager. Course isdesigned primarily for the intended theatre major, and fulfillsintroductory course unit of College Performing and Fine Arts requirement. Course

is open only to entering freshmen. THREE H O U R S

CARDER

FALL SEMESTER

116. VOICE A N D M O V E M E N T FOR THE A C TOR I— An integrated study of vocal production

and body movement in relation to the actor’s craft. Exercises designed to promote relaxation, natural breathing, correct alignment, organic vocal production, and coordinated physical ac tion will be explored. Recommended that intended performance-emphasis majors enroll inthe freshman year. ■ THREE H OURS

STAFF

FALL SEMESTER

117. VOICE AND MOVEMENT FOR THE ACTOR II— A continuation of Theatre 116, emphasiz

ing special problems in both voice and movement. Prerequisite: Theatre 116. THREE H OURS

STAFF

SPRING SEMESTER

121. STAGECRAFT — An introduction to technical theatre. Consideration of technical organiza tion, scenery construction methods, scene-painting techniques, mechanical perspective, draft ing, scenic materials. Introduction to the function of scene designer, costumer, lighting designer, technical director, and sound technician. 264

three

H OURS

SMITH

SPRING SEMESTER

130. ORAL INTERPRETATION OF LITERATURE — A basic course designed to develop an increased understanding and appreciation of literature while cultivating and strengthening vocal skills through the process of interpretive reading. THREE H OURS

RALPH

SPRING SEM

215. HISTORY A N D TECHNIQUE OF THEATRICAL M A K E U P — Study of the principles of

makeup and hair fashion for the stage. Training in skills and techniques needed for understand ing the design and application of straight, character, and fantasy makeup. Emphasis will be on facial anatomy, physiognomy, corrective makeup, skin textures, materials, modeling, analysis, special structures, ventilation of hairpieces, historical hairstyles, and wig-making. THREE H OURS

SMITH

SPRING SEMESTER

216. ACTING I— A concentration on script analysis, leading to the presentation of short scenes, together with a study of basic problems in observation, concentration, characterization, and improvisation. Course hot open to freshmen. THREE H OURS

RALPH

FALL SEMESTER

217. ACTING II— A continuation of Theatre 216, with increased emphasis on scene work. Course not open to freshmen. Prerequisite: Theatre 216. THREE H O U R S

RALPH

SPRING SEMESTER

222. SCENE DESIGN — An introduction to designing scenery forstage production. Course work

isdivided into three major areas of study: (a) history of architecture, furniture styles, and interior decor from the early Egyptians to the present day; (b) theoretical considerations in analyzing

, a production visually for an open theatre space; and (c) training in the techniques of sketching, I painting, and model-building for set designs. Prerequisite: Theatre 121, or permission of the i instructor. Offered alternate years, 1986-87. !

THREE H OURS

i :

223. LIGHTING DESIGN — A study of the tools, technology, and artistic considerations of the atrical lighting. Course attempts to deal with the aesthetic problems of lighting design as the artistic effort of an individual working within a producing group. Prerequisite: Theatre 121, or permission of the instructor. Offered alternate years, 1985-86.

THREE H OURS

GRINDSTAFF

FALL SEMESTER

' 224. C O S T U M E DESIGN — An introduction to the role of the costume designer in the theatre. Consideration of the designer’s responsibilities as a visual artist, based on analysis of the script and of the production concepts. Study of fashions in dress from the ancient Greeks to 1940. Development of the techniques of period dress making, pattern drafting, costume construc tion, shop organization, and rendering. Offered alternate years, 1985-86. THREE H O U R S

CARDER

FALL SEMESTER

256. PLAYWRITING — Practice in the art of writing for the stage through work on selected special problems of the playwright. Whenever possible provision will be made for reading per formances of work-in-progress and in cases of exceptional merit arrangements m ay be made for public performance of a finished script. Course offered jointlywith the Department of English. Offered alternate years, 1985-86. THREE H O URS

RALPH/RIDL

FALL SEMESTER

280. THEATRE LABORATORY — Practical experience in theatrical production, through in volvement as an actor or technician in a departmental major production. The amount of credit to be granted will be determined by the number of hours required for the particular assignment as agreed upon by student and instructor. Prerequisite: casting by the director, or acceptance on a production crew by the technical director. Enrollment requires permission of the depart ment chairperson. O N E or T W O H O URS

STAFF

BOTH SEMESTERS

295. STUDIES IN THEATRE — Instruction in specific performance or production techniques, such as mime, fencing, dance, and special problems in acting. Each class will be limited to one such performance area. Frequency of course offering is determined by student demand and by availability of theatre specialists or guest artists. Enrollment requires permission of the in- 265 structor. (Laboratory fee in some instances.) O N E or T W O HOURS

316. ACTING III — Extensive scene work focusing on such major classical dramatists as Shakespeare, Moliere, Chekhov, and Ibsen. Audition techniques and the rehearsal process yvillalso be studied. Prerequisites: Theatre 216 and 217, or equivalents. Enrollment requires permission of the performance instruction staff. Not offered 1985-86. THREE HOURS

317. ACTING IV— A continuation of Theatre 316, with continued emphasis on script analysis and ensemble performance. Prerequisite: Theatre 316. Not offered 1985-86. THREE HOURS

331. STAGE DIRECTION I— A basic course In the rudiments of the director’s art and respon sibility in theatrical production. Practice in the principles of composition, picturization, and dramatic tempo. Consideration of the problems in proscenium, central, and open staging. Pre requisites: Theatre 216 or equivalent, and Theatre 121, or permission of the department. THREE H OURS

TAMMI

FALL SEMESTER

332. STAGE DIRECTION II— A continuation of Theatre 331. Each student will produce at least two one-act plays. Prerequisite: Theatre 331, or equivalent. THREE H O U R S

TAMMI

SPRING SEMESTER

335. CREATIVE D R A M A TECHNIQUES — Emphasis ison techniques such as improvization, playmaking, story dramatization, role-playing, creative movement, and creative speech to be

used by prospective elementary and secondary teachers and recreation or drama leaders. Course includes observation sessions, studio participation, evaluated practicum experience, a survey of literature inthe field, and dramatic education seminars. Recommended foreducation, theatre, and physical education majors especially. No prerequisites in theatre or education. May be taken as a special methods course in education. Not offered 1985-86. T W O HOURS 380. T H E A T R E P R A C T I C U M — Specialized study of a particular production aspect of the play in performance. The student will be assigned to a departmental production as assistant direc tor, assistant designer, or stage manager. A report, the form of which isto be governed by the nature of the project, will be submitted to the project supen/isor. Registration is restricted and requires departmental approval. Ordinarily, no student will be permitted to register for practicum w ho has not taken basic course work in the particular area. Prerequisite: application to the department. O N E or T W O H O U R S STAFF BOTH SEMESTERS 381. S U M M E R T H E A T R E L A B O R A T O R Y — An integral part of the Hope S u m m e r Repertory Theatre program, the course will concentrate on a consideration of the interrelated problems of play production. Aspects to be covered include script and character analysis, production plan ning and design, construction procedures and techniques, and management. Course m ay be taken for a m a x imum of six hours (i.e., two summer sessions). Prerequisites: acceptance into the summer theatre company, and permission of the instructors. , THREE H OURS STAFF S U M M E R SESSION 490. I N D E P E N D E N T STUDIES IN T H E A T R E — Independent work for the advanced student in one of the following areas: directing, acting, scene design, costuming, lighting, playwriting, theatre or film criticism, theatre management. Course is offered on a selective basis, by per mission of the department. The student must submit in writing a project proposal for depart mental approval during the previous semester and prior to registration for the course. ONE, T W O or T H R E E H O U R S ST A F F BOTH SEMESTERS

III. History and Theory 153. A R T O F T H E C I N E M A — An introductory course in film appreciation. Films viewed and critiqued in class will be approached in terms of the cultural context of each film and the film 266 maker’s relation to the society in which he or she lives — its values, mores, and aspirations.

May be taken to fulfillintroductorycourse unitofCollege Performing and Fine Arts requirement.

THREE HOURS SMITH FALL S E M E S T E R 243. P L A Y ANAL Y S I S — The objective in this course is to learn how to read a playscript as a work intended for stage performance. Regularly assigned written analyses will deal with such matters as structure, plot, characterization, relationships, motivation, and language. The stu dent will be introduced to the special analytical perspectives of the historian or critic, the ac tor, the director, and the designer. THREE HOURS RALPH SPRING S E M E S T E R 296. SPECIAL T OPICS IN T H E A T R E — Study of an area of theatre or film history, literature, theory, or criticism not specifically covered in the regular departmental offerings. Offered oc casionally as warranted by student and faculty interest. Prerequisite: permission of instructor. T W O or T H R E E H O U R S 301. C L A S S I C A L W E S T E R N T H E A T R E — A survey of classical Greek and R o m a n theatre, and of the development of classical themes and techniques in subsequent periods of theatre history. Not recommended for freshmen. Offered alternate years, 1985-86. THREE HOURS RALPH FALL S E M E S T E R 302. W E S T E R N T H E A T R E F R O M T H E M I D D L E A G E S T O T H E 17TH C E N T U R Y — A survey of the theatre of medieval Europe, Renaissance Italyand France, Golden Age Spain, Elizabethan England, and Baroque France. Not recommended for freshmen. Offered alternate years, 1985-86. THREE HOURS CARDER SPRING S E M E S T E R

303. W E S T E R N T H E A T R E F R O M T H E 18TH C E N T U R Y T O T H E M O D E R N P E R I O D — A survey ofWestern theatre inthe 18th, 19th and early 20th centuries, from the English Restoration (latter seventeenth century) and the end of neo-classicism, through German romanticism, to the culmination of realism in Sha w and his contemporaries. Emphasis will be placed on such founders of modern stage practice as Ibsen, Strindberg, Chekhov, Stanislavski, Appia, and Craig. Not recommended for freshmen. Offered alternate years, 1986-87. THREE HOURS 304. C O N T E M P O R A R Y W E S T E R N T H E A T R E — A study of contemporary movements in the theatre, including the variants of modern realism and naturalism, the epic theatre of Piscator and Brecht, the theatre of the absurd, and the theatres of participation, confrontation, protest, and ritual. Not recommended for freshmen. Offered alternate years, 1986-87. THREE HOURS 306. A M E R I C A N T H E A T R E — A study of theatre in the United States from colonial times to the present. Emphasis will be placed on contemporary developments, beginning with O ’Neill and the Provincetown Playhouse. Offered alternate years, 1985-86. THREE HOURS TAMMI SPRING S E M E S T E R 307. ASIAN T H E A T R E — A survey of the theatre in India, Southeast Asia, China, and Japan. Concentration will be on the classical and traditional performing arts, but with some attention to more recent contemporary forms and to the influence of western theatre in the Orient and eastern theatre in the Occident. Offered alternate years, 1985-86. , THREE HOURS RALPH SPRING S E M E S T E R 400. RELIGIOUS PERSPECTIVES IN T H E D R A M A — (See listingunder ’‘The Senior Seminar, ’’ Interdisciplinary Studies 400.) THREE HOURS RALPH MAY TERM 495. S E M I N A R IN T H E A T R E — In-depth study.of the work of a playwright, critic, or specific movement in or period of theatre history. Past topics have included Moliere, Strindberg, Amer ican scene design, Tennessee Williams, Moscow Art Theatre, and modern directing theories and practices from Artaud to the present. Prerequisite: permission of the instructor. T W O or T H R E E H O U R S 499. R E A D I N G S IN T H E A T R E — Readings, under the tutorial supervision of an instructor assigned by the department chairperson, in a specialized or advanced area of theatre studies. 267 Enrollment requires permission of the department. T W O or T H R E E H O U R S STAFF BOTH SEMESTERS

PRE-PROFESSIONAL P R O G R A M S The liberal arts college is designed to help students live more adequately, and aim includes preparation for effective and constructive service in a vocation. All of the study that a student does in college can have significant vocational value. In fact industry and business, professional schools, and government agencies are increas ingly emphasizing the importance of a broad base of liberal arts subjects as the most significant vocational preparation an undergraduate college can give. However, in the present age of technology and specialization ,there is need for s o m e intelligent pointing of the student’s program toward a field of vocational activity. Furthermore, the college curriculum is planned to include s o m e courses which give specific pro fessional training for vocations in which the collegiate years are the final period of preparation. O n the succeeding pages are found a n umber of r e c o m m e n d e d course programs carefully designed to give the best preparation for students planning on going directly into s o m e vocation or profession or on entering professional schools. T h e re quirements for entrance into professional schools vary so widely that students iriterested in a special field should consult professional school catalogs as early in their college careers possible. To assist the student in working out this undergraduate pro gram, a number of faculty m e m b e r s with special interests and knowledge have been appointed to serve as vocational advisors. Students are encouraged to bring their inquiries to these advisors. In addition, the college maintains extensive files of career pamphlets and other vocational information in the career library. The following vocational areas have special advisors, and suggested programs of study for them are separately described in the ensuing pages.

268

Advisors for Students Entering Professions Biology — Mr. V a n Faasen Medicine — Mr. Boyer, Mr. Gentile, Mr. Jekel, Business and Economics — Mr. Mungair, Mr. Cronkite Mr. Muiderman Medical Technology — Mr. Jekel Chemistry (Industrial and Music — Mr. Sharp Research) — Mr. Mungall Nursing — Ms. Kielinen Christian Ministry — Mr. Voskuil Teaching Church W o r k — Mr. Voskuil Elementary School — Mr. Paul Dentistry — Mr. Jekel Secondary School — Mr. Bultman College — Department Chairperson Diplomatic and Government Service — Mr. H o e k s e m a Physical Therapy — Mr. Ray Engineering — Mr. van Putten Physics — Mr. van Putten Geology — Mr. Tharin Religion — Mr. Voskuil Journalism — Mr. M a c Doniels Social W o r k — Mr. Piers L a w — Mr. Zoetewey Christian Ministry and Church Vocation Students desirous of pursuing preprofessional education for the Christian ministry and church vocations should consult the religion major program described on page 252. The major is designed to acguaint the student with the academic disciplines in religion as well as provide an interdisciplinary breadth to his/her program through courses in philosophy, psychology, sociology, history, English, and communication. T h e program embraces an elective flexibility to adapt to the aptitudes and goals of the individual student.

Graduate schools and seminaries of the American Association of Theological Schools stress a broadly based liberal arts education and a core background in the academic religion discipline. Present graduate entrance requirements reflect the advisability of Greek as the required language with a preference for Spanish as a second language for those moving toward urban ministries. Students contemplating this area of preprofessional education should consult a m e m b e r of the Religion Department early in their college career for more complete information regarding the major.

Diplomatic and Government Work Students desiring to enter the Foreign Service or s o m e other area of government work should concentrate primarily in the social sciences. Courses in American history, political science, economics, and business administration are recommended for per sons intending to go into public administration. Those students w h o desire to enter the Foreign Service should seek as broad a knowledge as possible in History, Economics, Political Science, and English. Students w h o wish to enter other branches of governmental work should major in Business Administration, Economics or Political Science.

Journalism Because of the great variety of vocations in journalism the College strives to give the student a broad base of knowledge and skills fundamental to all of these forms of jour nalistic work. Journalism courses and related courses are offered by the C o m m u n i c a tion Department. In addition, the English Department offers several relevant writing courses, such as advanced composition and creative writing. In addition, a broad study of the social sciences is highly recommended. The Chairperson of the Depart ment of Communication or the Department of English will provide additional advice for students interested in journalism. A n umber of positions on the c a m p u s newspaper, the anchor, and on the literary review, the Opus,and the yearbook, xheMilestone,provide practical experience in various aspects of journalism: editorial work, n ews reporting, proofreading, adver 269 tising, radio script writing, and other techniques. Law The L a w School Admission Council in itsPre-LawHandbookstresses that the highest quality of education needed for law school should emphasize: 1) comprehension and expression in words, 2) critical understanding of h u m a n institutions and values with which law deals, and 3) creative power in thinking. Students desiring to enter the legal profession will find that most of the law schools do not prescribe a specific preprofessional program, but rather insist on a broad liberal arts background with emphasis upon courses that will help the student to attain the goals listed above. Practically speaking, then, the prelaw student could select any subject area major. Business administration, economics, English, history, political science, or philosophy are the c o m m o n areas of concentration, though almost any major could provide a well-read student with a solid basis for legal studies. He/she should take a number of courses in writing. Further, he/she should recognize that one of the most valuable activities in preparation for the study and practice of law is academic debate and public speaking, especially in extracurricular competition. Competition is ideal for producing research, reasoning, and communication skills. Finally, since law is neither to be studied or practiced in a vacuum, the undergraduate student should range as widely as possible in order to understand his/her environment — physical, physiological, psychological, social, and ethical.

Librarianship Although s o m e undergraduate institutions offer courses in the area of library science, H o p e College does not, since it is still necessary for an individual to obtain the master’s degree in order to be considered a professional librarian. However, the Col lege r e c o m m e n d s that any student wishing to prepare for a career in librarianship consider the following in undergraduate planning: 1) Select a number of courses from the Humanities, Social Sciences, and Sci ences to develop a broad knowledge in these disciplines. 2) Recent developments in librarianship point to an emphasis on automation. S o m e undergraduate courses in computer science would therefore be de sirable. 3) Major in the discipline that interests you personally, since there are oppor tunities for m a n y kinds of subject specialists in librarianship. 4) Plan to work for one of the college’s libraries in order to obtain first-hand ex perience in the practice of librarianship. Students w h o wish to specialize in school library work should take the education courses required by their state for certification. A limited n umber of scholarships are available through Library Schools and other organizations, including the Michigan State Library.

270

Music Students w h o wish to turn their interest in music to vocational purposes m a y possibly have as their goal teaching, the concert stage, or church music directing. T w o c o m plete Bachelor of Music degree programs have been established to prepare students for public school teaching, from kindergarten through the twelfth grade: the Bachelor of Music in Vocal Music Education, or the Bachelor of Music in Instrumental Music Education. These programs are outlined in detail under the Music Department description of courses. For those w h o wish to prepare as performing artists, the Bachelor of Music in Performance is also described in the music section of this catalog. For those students w h o particularly wish to follow a music major course of study to prepare for a career as a musicologist or a music librarian, or to follow music as an avocation, the Bachelor of Arts degree program, with a major in Music Literature and History or Music Theory is similarly described in the music section. Students wishing to major in music for any of these purposes need to follow a sequence of courses that extends through the four years. Consequently itis important that they enterthe prescribed music program in the freshman year. To prevent serious c o m plications, entering freshmen w h o intend to major in music should have their schedule confirmed by the chairman of the Music Department beforecompleting their registra tion lor the firstsemester. Itwould be wise, also, to request an advisor from the music department faculty. The program for the last two years will be outlined by the depart ment chairman in conference with the student. Social Work Students desirous of pursuing education for social work should elect the PsychologySociology composite major described on page 96. The major isdesigned to acquaint students with theoretical perspectives in Psychology and Sociology as well as sub stantive material from these disciplines. Graduate schools of social work are interested in students w h o have a broadly based liberal arts education and a theoretical background in the social science disciplines. T h e present job market reflects the advisability and preference for Spanish as a sec ond language. Students contemplating the Psychology-Sociology major should consult the Soci ology Department by the end of their sophomore year for more complete information regarding the major.

Teaching Students planning to teach in elementary and secondary schools must be formally admitted to the Teacher Education program and receive permission to student teach. Information concerning admission criteria and procedures is available in the office of the Education Department. ELEMENTARY SCHOOL

Students completing the teacher education program will qualify for a teaching cer tificate from the State of Michigan. Although teaching requirements vary a m o n g states, the Michigan Certificate through reciprocal certification agreements is valid in m a n y other states. A composite major for elementary teachers or a departmental major, a teaching minor or substantive minor, and the professional education course sequence are the essential components of the teacher education program. A n Educa tionDepartmentHandbookisavailable for students in the Education Department of fice and will be distributed to all students enrolled in Educational Psychology. SECONDARY SCHOOL

Students completing the teacher education program will qualify for a teaching cer tificate from the State of Michigan. Although teaching requirements vary a m o n g states, the Michigan Certificate through reciprocal certification agreements is valid in most other states. A departmental major, a teaching minor, and the professional education course sequence are the essential components of the teacher education program. A n EducationDepartmentHandbookis available for students in the Educa tion Department office and will be distributed to all students enrolled in Educational Psychology. COLLEGE

For those preparing for college teaching, a major in the chosen field of specializa tion is advisable. The department advisor should be consulted in working out the academic program for the four years. For such students, French or G e r m a n should normally be elected for foreign language study, preferably both ifthe student plans to work for a Ph.D. degree. M I C H I G A N S C H O L A R S IN C O L L E G E T E A C H I N G P R O G R A M

H o p e College is a participant with four other Michigan liberal arts colleges and the University of Michigan in a cooperative program to provide counsel, guidance, and special curricular and extra curricular opportunities to academically talented students w h o are interested in college teaching as a profession. In the junior year, such students are advised to follow the special course sequences r e c o m mended by their major department, and to continue in mastery of one or more foreign languages. In several areas cooperative course planning between H ope College and the Univer sity of M ichigan or the U niversity of Chicago leads to special consideration for grad uate study at these universities and preference in scholarship awards.

HEALTH PROFESSIONS, SCIENCE, ENGINEERING H o p e College offers a variety of programs and opportunities for students interested in pursuing careers in the natural sciences. The science curriculum is designed to enable the student to develop competency in several scientific disciplines and to pur sue a specific field of interest in depth. The opportunity to work closely with faculty in creative research efforts further enhances the student’s learning and apprecia tion of the natural sciences. H o p e offers extensive opportunities for such cooperative research. The net result of H o p e ’s science program is a motivated, well-prepared young scientist w h o is eagerly sought by graduate schools, medical schools, and employers.

With these goals in mind, the freshman student interested in a career involving sci ence should enroll in the Fall Semester in Precalculus (Math 130) or Calculus (Math 135) and two science courses, one of which should be Chemistry 111 or Physics 121. The other science course isto be selected from Biology 111, Chemistry 111, Geology 101, or Physics 121, and is r e c o m m e n d e d to be a course in the student’s proposed field of Interest. Each of these courses initiates a year sequence which is normally completed during the s a m e year. The year sequence in physics or chemistry which was not taken in the freshman year should be completed during the sophomore year. By following the above pattern the student develops the necessary background in chemistry and physics to undertake further study in all of the sciences and explores several scientific disciplines early in the undergraduate program. This provides a sound basis on which to choose a field for in-depth study. In addition, the mathe matical training necessary to pursue scientific study is also initiated. T h e program provides an excellent preparation for further study or work in the sciences, engineer ing, or in a variety of health professions. For specific details regarding departmental programs the descriptions found earlier in this catalog for each department should be consulted. General c o m m e n t s regard ing programs in engineering and in the health professions follow.

Engineering In addition to the normal courses r e c o mmended for admission to Hope, a student in terested in engineering should have completed the following high school courses: at least three years of math through trigonometry, one year each of physics and chemistry, and a course in mechanical drawing ifavailable. Several programs are available which combine a pre-engineering course at H ope vyith an engineering curriculum at an engineering school. For example a 3-2 engineermg program has been arranged with Case-Western Reserve University, Columbia University, Universityof Michigan (Ann Arbor and Dearborn), Rensselaer Polytechnic Institute, University of Southern California and Washington University (St. Louis) in which the student takes three years of undergraduate work at H o p e and completes his professional undergraduate engineering training in two years at one of the six universities. At the end of five years an A.B. or B.S. degree from H o p e and B.S.E. degree from the engineering school are granted. During the second year at Hope, the student should m a k e application for a major in Engineering Science through the Engineering advisor (Dr. van Putten). Application to the engineering school should also be m a d e during the fall semester of the student’s junior year. Students whose academic records are strong enough to qualify for consideration for graduate study m a y complete a master’s degree in a variety of engineering fields at the University of Michigan after five years of study. Such students spend three or four years at H ope and one to two years at the engineering school. The A.B. or B.S. (Hope) and M.S.E. (university) are awarded upon completion of the program. In addition to the formal programs leading to the master’s degree at the University of Michigan, graduate schools of engineering accept H o p e graduates w h o have majored in the physical sciences, mathematics, or computer science. Students considering an engineering career are strongly encouraged to take ap propriate engineering courses offered at H o p e (see page 236). These courses more fully prepare the student for an engineering school as well as confirm the student’s career objectives. T h e combination of degrees in the liberal arts and in engineeririg provides a broad, and y©t thorough, foundation for future development. A wide variety of programs can be tailored to meet individual student interests. Complete details regarding these pro grams are available from Dr. van Putten. Itis important to arrange the H o p e c o m p o nent of these programs early.

Medicine and Dentistry Premedical students m a y major in any academic field in which they have a sincere interest. Most premedical students at H o p e College major in biology or chemistry, and these disciplines provide excellent background in the basic sciences required for medical schools. Regardless of the student’s choice of major field the person oriented toward a career in medicine should take Biology 111 and 112, Chemistry 111,113,114, t21,221, 231,255, and 256, Physics 121,122,141, and 142, and Mathematics 135. In addition. Mathematics 136 is highly recommended. These courses should be completed within the first three years of College in order to pro vide the optimum preparation for the Medical College Aptitude Test (MCAT). Itshould be emphasized that the premedical program is not a rigid one, and that each student will be permitted considerable latitude in selection of courses beyond those required by the medical schools. Frequent electives in the sciences include advanced psychology courses. Although most predental students complete a four-year program, a few each year complete the m i n i m u m requirements and enter dental school after three years at H o p e College. Itis advisable for students to select possible schools of dentistry ear ly in their undergraduate career in order to prepare for the specific requirements of the dental schools of their choice. Students interested in medicine or dentistry are requested to contact the Chairman of the Health Profession Committee, Dr. Jekel, as soon as possible after they arrive at Hope. Other m e m b e r s of the Committee are Drs. Boyer, Cronkite, Gentile, and Mungall. Medical Technology Medical technology students m a y major in Biology of Chemistry and must complete at least 90 semester hours of college credit. A m i n i m u m of 16 semester hours of chemistry, 16 semester hours of biology, (including microbiology. Biology 301), 6 hours of physics, and 3 semester hours of mathematics must be included. H o p e College, in cooperation with nearby hospitals, has a four-year degree program 273 which leads to the A.B. degree. During the first three years, the student completes all of the core and departmental major requirements at the College. Ifaccepted to an affilliated school of Medical Technology, students will spend 12 months in resi dence at the Hospital in an accredited Med-Tech program. U p o n successful comple tion of both segments, students are granted the A.B. degree by the College are eligible to take the certifying examination offered by the Board of Registry of the American Society for Clinical Pathologists, the National Certification Agency for Medical Laboratory Personnel and/or other appropriate certifying examination. Students in terested in medical technology should contact Dr. Jekel for further details on the program. H o p e College has an agreement of affiliation for the training of Medical Technologists with Blodgett and Buttenivorth Hospitals in Grand Rapids, Michigan and Saint Mary’s Hospital in Saginaw, Michigan. A student w h o wishes to take the fourth year at an accredited, non-affiliated Hospital m a y do so ifpermission is granted in advance by the D ean of the Natural Sciences and the Admission Committee of the Hospital. Environmental Health Science Students with an interest in the health sciences m a y also wish to acquire a traditional major in biology, chemistry, or physics along with a nucleus of courses dealing with

environmental health problems. Such a program qualifies students to pursue employ足 ment or advanced degrees In fields dealing with environmental health concerns (e.g., toxicology and mutagenicity, chemical contamination, industrial hygiene, sewage treatment and nuclear power operations). Courses in environmental health science introduce the student to basic principles of toxicology and environmental chemistry and provide training which qualifies students to obtain employment in fields for which the d e m a n d is rapidly expanding due to n e w regulations limiting environmental con足 taminants. A n early start with the basic science and mathematics courses allows the student to gain research and/or internship experience at the junior/senior level. Several staff m e m b e r s have active, on-going research efforts related to environmen足 tal health situations, and internships with various industrial firms are possible. For specific details regarding these programs, students are encouraged to contact Or. Jim Gentile early in their undergraduate program.

THE B O A R D O F TRUSTEES Term Expires 1986 Mr. M a x D. Boersma, Secretary Dr. Paul J. Brouwer Rev. Robert H o e k s e m a Mr. Peter Huizenga Dr. Nancy Miller Rev. J a m e s V a n Hoeven Term Expires 1987 Mr. J. Kermit Campbell Mr. M a x D e Pree Mrs. Doris D e Young Dr. Victor W. Eimicke, Chairman Dr. Kenneth G. Elzinga Mr. Terry Nagelvoort Mr. Carl E. Ver Beek Mrs. Carol W a g n e r Rev. Jay Weener, Vice Chairman Term Expires 1988 Mr. Jon Hanson Mrs. Marian Hughes Dr. Richard Kruizenga Rev. John Maassen Rev. J a m e s Neevel Mr. John Schrier Mrs. Arvella Schuller Dr. N o r m a n T h o m p s o n Mrs. Gretchen Vandenberg Mrs. Mary Visscher Term Expires 1989 T h e Rev. John E. Buteyn, Jr. Dr. Peter C. C ook Mr. Leonard M a a s Mrs. Betty Miller Dr. David G. Myers Mrs. Marianne V a n E e n e n a a m Serving Ex Officio Dr. Gordon J. V a n Wylen Honorary Trustees Mr. Clarence J. Becker Dr. Leon Bosch Dr. Ekdal J. Buys Dr. H u g h D e Pree Mr. Richard A. D e Witt Mr. T. J a m e s Hager Mr. George Heeringa Dr. Invin J. Lubbers Mrs. Ruth Peale Dr. Howard R. SluWer T h e Hon. A. Dale Stoppels Dr. George H. Vanderborgh Dr. J a m e s M. Ver Meulen Dr. Willard C. Wichers

Grand Rapids, Michigan Berea, Ohio Richboro, Pennsylvania O a k Brook, Illinois Holland, Michigan Albany, N e w York Midland, Michigan Zeeland, Michigan Friesland, Wisconsin Bronxville, N e w York Charlottesville, Virginia Wyckoff, N e w Jersey Grand Rapids, Michigan O a k Lawn, Illinois Grand Rapids, Michigan Far Hills, N e w Jersey Albany, N e w York N e w York, N e w York Lansing, Illinois Wappingers Falls, N e w York Muskegon, Michigan Orange, California A n n Arbor, Michigan Grand Rapids, Michigan Falls Church, Virginia Plano, Texas Grand Rapids, Michigan Grandville, Michigan Holland, Michigan Holland, Michigan Grand Haven, Michigan President of the College Holland, Michigan Laguna Hills, California Holland, Michigan Marco Island, Florida Holland, Michigan Grand Rapids, Michigan Holland, Michigan Grand Rapids, Michigan N e w York, N e w York Dallas, Texas Grand Rapids, Michigan Lakeland, Florida Grand Rapids, Michigan Holland, Michigan

THE FACULTY G O R D O N J. V A N W Y L E N — Presidentand ProfessorofPhysics0972)* A. B., Calvin College, 1942; B. S.E., Universityof Michigan, 1942; M.S., Universityof Michigan, 1947; Sc.D., Massachusetts Institute of Technology, 1951; Litt.D., H o p e College, 1972 J A C O B E. N Y E N H U I S — Provostand ProfessorofClassics(1975) A.B. Calvin College, 1956; A.M., Stanford University, 1961; Ph.D., Stanford University, 1963 IRWIN J. B R I N K — Dean fortheNaturalSciencesand ProfessorofChemistry (1957) A.B., H o p e College, 1952; Ph.D., University of Illinois, 1957 E L T O N J. B R U I N S — Dean fortheArtsand Humanitiesand EvertJ.and Hattie E. BlekkinkProfessorofReligion(1966) A. B., H o p e College, 1950; B. D., Western Theological Seminary, 1953; S.T.M., Union Theological Seminary, 1957; Ph.D., New/ York University, 1962

President Emeritus IRWIN J. L U B B E R S — PresidentEmeritus(1923-1963) A. B., H o p e College; M.A., Columbia University; Ph.D., Northw/estern University; LL.D., Central College; Litt.D., Rutgers University; Litt.D., H o p e College 276

Chanceilor Emeritus W I L L I A M V A N D E R L U G T — ChancellorandDistinguishedProfessor-At-Large Emeritus(1954-1972) B. A., Calvin College; M.A., University of Michigan; Ph.D., Universityof Michigan; Litt.D., Central College; L. H.D., H o p e College Faculty/Administrative Staff Emeriti E D W A R D B R A N D — Professor-EmeritusofEnglish(1946-1972) B.A., Central College; M. A., University of Iowa; Ed.D., University of Denver R O B E R T M. C E C I L — Professor-EmeritusofMusic(1962-1985) ^ B.S., Juiltiard School of Music, 1949; B.Mus., Yale University School of Music, 1951; M.Mus., Yale University School of Music, 1951 ‘T h e figures in parentheses indicate the year in which the person began service at H o p e College. A second figure in parentheses indicates the year of beginning the present appointment after interruption in the period of service. In the Emeriti section, the year of retirement is also given.

C L A R E N C E D E G R A A F — Professor^EmeritusofEnglish(1928-1972) B.A., Calvin College; M.A., University of Michigan; . Ed.D. in English,"University of Michigan D. IVAN D Y K S T R A — Professor-EmeritusofPhilosophy(1947-1980) A.B., H o p e College; Th.B., Western Theological Seminary; Ph.D., Yale University J A Y E. F O L K E R T — Professor-EmeritusofMathematics(1946-1982) A.B., H o p e College; M.A., Ph.D., University of Michigan P A U L G. F R I E D — Professor-Emerituso/H/story (1953-1984) A.B., H o p e College, 1946; M.A., Harvard University, 1947; Ph.D., Erlangen, Germany, 1949 H A R R Y F. F R I S S E L — Professor-EmeritusofPhysics(1948-1985) A.B., H o p e College, 1942; M.S., Iowa State University, 1943; Ph.D., Iowa State University, 1954 L A R S I. G R A N B E R G — Professor-EmeritusofPsychology(1947) (1960) (1975-1984) A.B., Wheaton College, 1941; A. M., University of Chicago, 1946; Ph.D., Universityof Chicago, 1954; L. H.D., Northwestern College, 1975 W E R N E R W. H E I N E — AssociateProfessor-EmeritusofGerman (1960-1973) B. A., Michigan State University; M. A., Michigan State University W I L L I A M J. H I L M E R T — Professor-EmeritusofReligiousEducation(1952-1969) A. B., H o p e College; B. D., Western Theological Seminary J O H N W. H O L L E N B A C H — Professor-EmeritusofEnglish(1945-1978) B.A., Muhlenberg College; M.A., Columbia University; Ph.D., Universityof Wisconsin B A S T I A N K R U I T H O F — Professor-EmeritusofReligion(1944-1947) (1957-1972) B.A., Calvin College; M.A., University of Michigan; D.D., H o p e College; Ph.D., Universityof Edinburgh W I L L I A M R U S S E L L M C I N T Y R E — Professor-EmeritusofSociology{^97^-^977) B.A., M.A., Ph.D., Northwestern University G E R H A R D F. M E G O W — Professor-EmeritusofGerman (1959-1977) B.A., M.A., Ph.D., Indiana University M. H A R O L D M I K L E — AssociateProfessor-EmeritusofCommunication and DirectorofForensics(1962-1973) B.A., Western Michigan University; M.A., Universityof Michigan J A N E T MULDER — Archivist-Emeritus(1952-1968) A.B., H o p e College

Z O E M U R R A Y — Assoc/afe Professor-EmeritusofEnglish(1960-1970) B.A., Sul Ross State College; M.A., Baylor University L A M B E R T P O N S T E I N — Professor-EmeritusofReligion(1952-1977) A. B., H o p e College; B. D., Western Theological Seminary; S.T.M., Oberlin College; D.Min., Vanderbilt University A L B E R T J A M E S P R I N S — Professor-EmeritusofEnglish(1946-1981) A.B., H o p e College; M.A., Universityof Michigan; Ed.D. in English, University of Michigan M A R G U E R I T E M E Y E R P R I N S — Professor-EmeritusofFrench (1919-1962) A.B., H o p e College; A.M., University of Wisconsin H E L E N SCHOON — AssociateProfessor-EmeritusofEducation (1946-1967) A.B., Northwestern University; A.M., University of Michigan H E N R Y S T E F F E N S — Treasurerand VicePresidentforFinance-Emeritus (1946-1968) A.B., H o p e College; A.M., Northwestern University C H A R L E S A. S T E K E T E E — ProfessorEmeritusofMathematics(1946-1981) A.B., H o p e College; M.A., University of Michigan M A R I A N A N D E R S O N S T R Y K E R — A/umn/ ExecutiveSecretary-Emeritus (1957-1974) A. B., H o p e College H E N R Y ten H O O R — Professor-EmeritusofEnglish(1946-1979) B. A., Calvin College; 278 M.A., University of Michigan; Ed.D. in English, University of Michigan ALVIN W. V A N D E R B U S H — Professor-EmeritusofPoliticalScience(1945-1972) A.B., H o p e College; M.A., Universityof Michigan REIN V I S S C H E R — BusinessManager-Emeritus(1946-1965) H E N R Y “C Y ” V O O G D — Professor-EmeritusofReligion(1947-1983) A. B., H o p e College, 1941; B. D., Western Theological Seminary, 1944; Th.D., Princeton Theological Seminary, 1947 E D W A R D J. W O L T E R S — Professor-EmeritusofLatinand Chairman of CiassicalLanguages (^926-^966) . A.B., H o p e College; A. M., University of Michigan

The Teaching Faculty G R E G G AFMAU — AssistantProfessorofPhysicalEducation, Recreation,and Athleticsand CoordinatoroftheHealthDynamics Program (1978) B. A., Calvin College; M.A., Central Michigan University (Leave of Absence 1985-1986 Academic Year)

ION T. A G H E A N A — AssociateProfessorofRomance Languages and ChairpersonoftheDepartment(1979) Licence es Lettres, University of Bucharest, 1961; M.A., Harvard University, 1967; Ph.D., Harvard University, 1970 HERSILIA ALS/AREZ-RUF — VisitingAssistantProfessorofSpanish(A964) B.A., Universityof Concepcion, Chile, 1962; M.Phil., Universityof Leeds, England, 1978 C H A R L E S C. A S C H B R E N N E R — ProfessorofMusic(1963) B.Mus., Universityof Illinois, 1959; M.Mus., Yale University, 1963 D A V I D A T K I N S O N — The 1986Northrup VisitingChaplainand Lecturerin

Religion

M.Litt., Bristol University; Ph.D., King’s College, London; Chaplain at Corpus Christ! College, Oxford University K O D J O P A A T T O H — AssistantProfessorofGeologyandactingChairpersonof theDepartment(1981) B.Sc., Universityof Ghana, 1968; M.S., Universityof Cincinnati, 1970; Ph.D., Northwestern University, 1973 M A R C B R A D L E Y BAER— AssistantProfessorofHistory(1983) B.S., Iowa State University, 1967; M.A., University of Iowa, 1971; Ph.D., Universityof Iowa, 1976 W. H A R O L D B A K K E R — AssociateProfessorofEducation(1969) A. B., Salem College, 1947; M.A., Syracuse University, 1955; Ph.D., Michigan State University, 1977 B A R R Y L. B A N D S T R A — AssistantProfessorofReligion(1983) B. A., University of Illinois, 1972; B.Div., Calvin Theological Seminary, 1975; M.A.,M.Phil., Yale University, 1978 Ph.D., Yale University, 1982 (Leave of Absence 1985-1986 Academic Year) C H R I S T O P H E R C. B A R N E Y — AssistantProfessorofBiology(1980) 'B.S., Wright State University, 1973; Ph.D., Indiana University, 1977 J O H N W. B A R T L E Y — AssistantProfessorofGeology(1982) B.S., Clarion State College, 1973; M.S., Universityof Oklahoma, 1979 (Leave of Absence Fall Semester 1985) LESLIE R. B E A C H — ProfessorofPsychology(1964) B.A., Houghton College, 1949; M.Ed., W a y n e State University, 1954; Ph.D., University of Michigan, 1957

279

H A R V E Y D. B L A N K E S P O O R — ProfessorofBiology(1976) B.A., W e s t m a r College, 1963; M.S., Iowa State University, 1967; Ph.D., Iowa State University, 1970 H A R R Y BOONSTRA — AssociateProfessorofEnglish(1977) B.A., Calvin College, I960; M.A., Northwestern University, 1963; M.A., University of Chicago, 1967; Ph.D., Loyola University, 1973 W A Y N E G. B O U L T O N — ProfessorofReligion(1972) A. B., Lafayette College, 1963; B. D., McCormick Theological Seminary, 1967; M.A., Duke University Graduate School, 1970; Ph.D., D uke University Graduate School, 1972 S Y LVIA BOYD — AssistantProfessorofBusinessAdministration(1985) B. A., Northern Illinois University, 1982; M.B.A., Grand Valley State Colleges, F.E. Seidman Graduate School of Business Administration, 1985; C. P.A., 1982 R O D N E Y F. B O Y E R — Professorof Chem/sfry (1974) B.A., W e s t m a r College, 1964; M.S., Colorado State University, 1967; Ph.D., Colorado State University, 1969 A L L E N B R A D Y — ProfessorofBiology(1964)(1966) B.A., University of Houston, 1955; M.S., Universityof Houston, 1959; Ph.D., Harvard University, 1964 G O R D O N M. B R E W E R — ProfessorofPhysicalEducation (1956) A.B., H o p e College, 1948; M.A., Universityof Michigan, 1952 280 (Sabbatical Leave Fall Semester, 1985) IRWIN J. B R I N K — Dean fortheNaturalSciencesandProfessorofChemistry (1957) A.B., H o p e College, 1952; Ph.D., University of Illinois, 1957 R I C H A R D T. B R O C K M E I E R — ProfessorofPhysicsand ComputerScience

(1966) A. B., H o p e College, 1959; M.S., California Institute of Technology, 1961; Ph.D., California Institute of Technology, 1965 R O B E R T S. B R O W N — AssociateProfessorofPsychology(1960) B. A., Western Michigan University, 1950 M.A., Universityof Michigan, 1952 Ed.D., Michigan State University, 1963 E L T O N J. B R U I N S — Dean fortheArtsand Humanitiesand EvertJ.and Hattie E. BlekkinkProfessorofReligion(1966) A. B., H o p e College, 1950; B. D., Western Theological Seminary, 1953; S.T.M., Union Theological Seminary, 1957; Ph.D., N e w York University, 1962

L I N D A K. B U R D E N — AssistantProfessorofNursing(1982) R.N., Bronson School of Nursing, 1970; B.S., Health Science, Western Michigan University, 1977; M.S.N., W a y n e State University, 1979 R I C H A R D J. BURJJ — Librarianand LecturerinLibraryScience{1978) A. B., Gordon College, 1975; M.L.S., Universityof R h o d e Island, 1977 LOIS K. C A R D E R — AssistantProfessorofTheatreand DirectorofTheatre

Productions(1981) B. S., Mankato State University, 1978; M.F.A., Mankato State University, 1981 D A V I D C. C A R O T H E R S — AssistantProfessorofMathematics(1981) B.S., Westminster College, 1975; M.S., Purdue University, 1977 Ph.D., Purdue University, 1981 R O B E R T C L I N E — AssociateProfessorofEconomics (1975) B.A., College of William & Mary, 1968; M.A., Universityof Michigan, 1971; Ph.D., Universityof Michigan, 1977 (Leave of Absence Fall Semester, 1985) W I L L I A M C O H E N — AssociateProfessorofHistoryandActingChairpersonof theDepartment(1971) B.A., Brooklyn College, 1957; M.A. Columbia University, 1960; Ph.D., N e w York University, 1968 J O A N C O N W A Y — AssociateProfessorofMusic (1969) B.S.M.E., Lebanon Valley College, 1957; M.Mus., Manhattan School of Music, 1959 J O H N D. C O X — AssociateProfessorofEnglish(1979) B.A., H o p e College, 1967; M.A., University of Chicago, 1968; Ph.D., Universityof Chicago, 1975 (Sabbatical Leave 1985-1986 Academic Year) J O H N A. C R E V I E R E — AssociateProfessorofFrench(1969) B.A., College of St. Thomas, 1962; M.A., Universite Laval, Quebec, 1963; Ph.D., Universite Laval, Quebec, 1967 D O N A L D L. C R O N K I T E — AssociateProfessorofBiology(1978) B.A., Indiana University 1966; Ph D., Indiana University, 1972 (Sabbatical Leave Fall Semester, 1985) E A R L R. C U R R Y — ProfessorofHistory(1968) B.S., Iowa State University, 1960; M.A., Universityof Minnesota, 1962; Ph.D., Universityof Minnesota, 1966 B R U C E D A N G R E M O N D — /nsfrucfor of Computer Sc/ence (1981)' B.S., Michigan State University, 1966; M.B.A., University of Wisconsin, 1973 R O G E R E. DAVIS — ProfessorofMusic (1963) B.S. in Music Education, University of Akron, 1957; B.Mus., Oberlin College, 1962; M.Mus., Northwestern University, 1963

M A X I N E D E B R U Y N — Assoc/afe ProfessorofDance and Chairpersonofthe Department(1965) B.S., Michigan State University, 1959 S A N D E R D E H A A N — AssistantProfessorofGerman (1979) A. B., Calvin College, 1967; M.A., Northwestern University, 1970; Ph.D., Northwestern University, 1980 J O Y C E D E R H A M M E R — AssistantProfessorofNursing(1985) B. S.N., Michigan State University School of Nursing, 1973 H E R B E R T L. D E R S H E M — ProfessorofComputerScienceand Chairpersonof

theDepartment(1969) B.A., Universityof Dayton, 1965; M.S., Purdue University, 1967; Ph.D., Purdue University, 1969 R U S S E L L B. D E V E T T E — ProfessorofPhysicalEducation(1948) (1953) (1955) A.B., H o p e College, 1947; M.A., University of Michigan, 1948 P A U L D E Y O U N G — AssistantProfessorofPhysics(1985) A. B., H o p e College, 1977; Ph.D., Notre D a m e University, 1982 J A N E R. D I C K I E — AssociateProfessorofPsychology(1972) B. A., A l m a College, 1968; M.A. Michigan State University, 1970; Ph.D., Michigan State University, 1973 L A M O N T D I R K S E — Dean ofStudentsandProfessorofEducation (1964) A. B., H o p e College, 1950; M.A. Northwestern University, 1951; Ed.D., Michigan State University, 1972 282 R O B E R T E L L S W O R T H E L D E R , JR. — ProfessorofPoliticalScience(1969) B. A., Colgate University, 1964; M.A., D u k e University, 1969; Ph.D., D uke University, 1971 M I C H A E L J. E N G E L H A R D T — VisitingAssistantProfessorofPoliticalScience (1985) B.A., H o p e College, 1979; M.A., University of Wisconsin-Madison, 1980; Ph.D., University of Wisconsin-Madison, 1984 J A N E T ME'y E R everts — AssistantProfessorofReligion(1985) B.A.,Wellesley College, 1972; M.A., Claremont Graduate School, 1973; M.Div., Fuller Theological Seminary, 1977 L Y N N E. F A G E R M A N — InstructorofNursing(1985) B.S.N., Grand Valley State College, 1978; M.S.N., Saint Louis University, 1981 F R A N C I S G. FIKE — ProfessorofEnglish(1968) A.B., D u k e University, 1954; M.Div., Union Theological Seminary, 1957; M.A., Stanford University, 1958; Ph.D., Stanford University, 1964

S A M U E L R U S S E L F L O Y D , III — AssistantProfessorofMusic (1984) B.Mus., Furman University, 1976; M.Mus., T h e Southern Baptist Theological Seminary, 1979 E L I Z A B E T H A. G A I N E S — VisitingAssistantProfessorofReligion(1985) B.A., Wheaton College, 1975; M.A., Wheaton Graduate School, 1979 R O B E R T G E N T E N A A R — Assoc/afe ProfessorofEconomics (1977) B.A., Western Michigan University, 1961; M.B.A., Michigan State University, 1970; M.A., Michigan State University, 1974; Ph.D., Michigan State University, 1977 J A M E S M. G E N T I L E — Kenneth G. HerrickAssociateProfessorofBiology B.A., St. Mary’s College, 1968; M.S., Illinois State University, 1970; Ph.D., Illinois State University, 1974 P E T E R G O N T H I E R — AssistantProfessorofPhysics(1983) B.A., Texas A & M, 1975; Ph.D., Texas A & M, 1980 B E T H A N Y A. G O R D O N — AssistantProfessorofNursing(1983) B.S., Michigan State University, 1966; M.S.N., W a y n e State University, 1967 M A R Y L I N D A G R A H A M — AssistantProfessorofDance (1983) B.F.A., University of Illinois, 1979; M.F.A., University of Illinois, 1982 C H A R L E S K. G R A Y — AssistantProfessorofMusic (1984) B.Mus., Wheaton College, 1978; M.Mus., Universityof Michigan, 1981 C H A R L E S G R E E N — VisitingAssistantProfessorofPsychology(1983) B.S.,Trevecca College, 1978; M.A., Universityof Florida, 1980; Ph.D., Universityof Florida, 1983 E L D O N D. GRE I J — EdwardA. and ElizabethHofma ProfessorofBiology(1982) B.S., State Teachers College at Valley City, North Dakota, 1959; M.S., North Dakota State University, 1962; Ph.D., Iowa State University, 1969 M I C H A E L G R I N D S T A F F — ManagerofTheatreFacilitiesand Lecturerin Theatre(1970) B.A., Lycoming College, 1965; M.F.A., Pennsylvania State University, 1971 E D W A R D C. H A N S E N — AssistantProfessorofGeology(1984) B.S., University of Cincinnati, 1978; Ph.D., Universityof Chicago, 1983 J A N E H A R R I N G T O N — AssociateProfessorofEnglish(1975) A.B., H o p e College, 1958; M.A. University of Wisconsin, 1959; Ph.D., University of Notre Dame, 1978

283

J A M E S B. H E I S L E R — AssociateProfessorofEconomicsand Business AdministrationandChairpersonoftheDepartment{1961) B.A., D rew University, 1965; M.A., State University of N e w York at Albany, 1966; Ph.D., Universityof Nebraska, 1975 S T E P H E N I. H E M E N W A Y — Assoc/afe ProfessorofEnglish(1972) A. B., College of the Holy Cross, 1964; M.A. Boston College, 1967; Ph.D., Universityof Illinois, 1972 (Sabbatical Leave Fall Semester, 1985) L Y N N E H E N D R I X — AssistantProfessorofBusinessAdministration(1984) B. A., Eastern Michigan University, 1978; M.B.A., Grand Valley State Colleges, F.E. Seidman Graduate School of Business Administration, 1985; C. P.A. J A M E S A. H E R R I C K — Ass/sfanf ProfessorofCommunication (1984) B.A., California State University, 1976; M.A., University of California, 1978 R E N Z E L. H O E K S E M A — ProfessorofPoliticalScience(1971) A. B., H o p e College, 1948; M.A., Ph.D., Harvard University, 1956 J A N T I N A W. H O L L E M A N — ProfessorofMusic (1946) B. A., Central College, 1943; M.A., Columbia University, 1946 J A C K E. H O L M E S — AssociateProfessorofPoliticalScience(1969) B.A., Knox College, 1963; M.A., University of Denver, 1967; Ph.D., Universityof Denver, 1972 C H A R L E S A. H U T T A R — ProfessorofEnglish(1966) 284 B.A., Wheaton College, 1952; M.A. Northwestern University, 1953; Ph.D., Northwestern University, 1956 A N N E E. IRWIN — AssociateProfessorofPhysicalEducationandAthletic DirectorforWomen 0 976) B.S., Universityof Michigan, 1960; M.A., Michigan State University, 1970; Ph.D., Michigan State University, 1975 W I L L I A M H. JAPINGA— AssistantProfessorofBusinessAdministration(1981) B.A., Kalamazoo College, 1960; M.B.A., Northwestern University, 1962 E U G E N E C. J E K E L — ProfessorofChemistry(1955) A. B., H o p e College, 1952; M.S., Purdue University, 1955; Ph.D., Purdue University, 1964 R. D I R K J E L L E M A — ProfessorofEnglish(1964) B. A., Calvin College, 1960; M.F.A., University of Oregon, 1964 D A V I D P. J E N S E N — DirectorofLibraries(1984) B.A., Greensboro College, 1965; M S L S , Universityof North Carolina, 1968

A R T H U R H. JENTZ, JR. — ProfessorofPhilosophy(1962) A. B., H o p e College, 1956; B. D., N e w Brunswick Seminary, 1959; Ph.D., Columbia University, 1965 R O B E R T M. J O H N S T O N , JR. — VisitingAssistantProfessorofPhysical Education, RecreationandAthletics(1985) B.S., Eastern Michigan University: M.S., Eastern Michigan University P E T E R L. J O L I V E T T E — AssociateProfessorofPhysics(1976) B.S., University of Wisconsin, 1963; M.S., Purdue University, 1965; Ph.D., University of Wisconsin, 1971 C A R O L L Y N N J U T H - G A V A S S O — AssistantProfessorofLibraryScience(1970) B.A., Oakland University, 1968; M.S.L., Western Michigan University, 1969; M.A., Western Michigan University, 1972 T H O M A S D. K E N N E D Y — VisitingAssistantProfessorofReligionand

Philosophy(1984)

B.A., Calvin College, 1975 R O B I N K L A Y — AssociateProfessorofEconomicsand BusinessAdministration (1979) B.A., Whitman College, 1968; Ph.D., Princeton University, 1973 C Y N T H I A E. KIELINEN — AssociateProfessorofNursingand Chairpersonof theHope-CalvinDepartmentofNursing(1981) B.S., Boston University School of Nursing, 1967; M.S., Boston University School of Nursing, 1972; Ed.D., Teachers College, Columbia University, 1979 A N T H O N Y K O O I K E R — ProfessorofMusic (1950) 285 B.Mus., Northwestern University, 1942; M.Mus., Universityof Rochester, 1944; Ph.D., Universityof Rochester, 1962 G E O R G E K R A F T — ProfessorofPhysicalEducation(1967) B.A., Wheaton College, 1962; M.S., Indiana University, 1965; P.E.D., Indiana University, 1971 A N N E R. L A R S E N — AssociateProfessorofFrench (1984) B.A., H o p e College, 1970; M.A., Columbia University, 1971; Ph.D., Columbia University, 1975 M A U R E E N G A L L A G H E R L E E N — AssistantProfessorofNursing(1984) B.S.N., M a d o n n a College 1970; M.S.N., W a y n e State University, 1975 J A N E T L O O T E N S — InterninEnglish(1985) B.A., H o p e College, 1981; M.A., University of Michigan, 1983 K. A L A N L O P E R — AssistantProfessorofMathematics (1985) B.S., Virginia Polytechnic Institute and State University, 1979; M.A., Universityof Wisconsin-Madison, 1983

T H O M A S E. L U D W I G — Assoc/afe ProfessorofPsychology(1977) B.A., Concordia College, 1972; M.A., Concordia Seminary-in-Exile, 1975; Ph.D., Washington University, 1977 D O N A L D L U I D E N S — Assoc/afe ProfessorofSociology(1977) B.A., H o p e College, 1969; M.Div., Princeton Theological Seminary, 1972; M.A., Rutgers University, 1974; Ph.D., Rutgers University, 1978 J O S E P H W. M A C D O N I E L S — AssociateProfessorofCommunication (1972) B.A., Culver-Stockton College, 1963; M.S., George Williams College, 1965; Ph.D., University of Kansas, 1972 (Leave of Absence 1985-1986 Academic Year) S H A R O N M. M A H O O D — Assoc/afe ProfessorofCommunication and ChairpersonoftheDepartment(1975) (1981) B.A., Universityof Kansas, 1967; M.A., Universityof Minnesota, 1969; Ph.D., Universityof Kansas, 1971 T H O M A S J. M A N S E N — AssistantProfessorofNursing(1962) B.S.N., University of Michigan, 1973; M.S., Universityof Utah, 1977 (Leave of Absence 1985-1986 Academic Year) D O U G L A S M A R C H U K — Ws/f/rrg Ass/sfanf Professor of S/o/ogy (1985) B.S., Universityof Dayton, 1978; M.S., University of Connecticut, 1980 H E R B E R T M A R T I N — AssistantProfessorofBusinessAdministration(1982) B.S., John Brown University, 1975; M.S., Universityof Arkansas, 1977 W I L L I A M R. M A Y E R — AssociateProfessorofArt(1978) 286 B.F.A., University of Minnesota, 1976; M.F.A., Pennsylvania State University, 1978 ’ (Sabbatical Leave Spring Semester, 1986) B R U C E M c C O M B S — AssociateProfessorofArt(1969) B.F.A., Printmaking, Cleveland Institute of Art, 1966; M.F.A., Printmaking, Tulane University, 1968 D E L B E R T L. M I C H E L — ProfessorofArtand ChairpersonoftheDepartment (1964) B.A., D e P a u w University, 1961; M.F.A., State University of Iowa, 1964 N A N C Y S O N N E V E L D T M I L L E R — ProfessorofEducation(1968) A.B. H o p e College, 1962; M.A., Universityof Michigan, 1965; Ph.D., Michigan State University, 1968 S U S A N M O O Y — AssociateProfessorofEducation(1976) A.B., H o p e College, 1964; M.A., Western Michigan University, 1967 J O Y C E M. M O R R I S O N — Assoc/afe Professor of/Wus/c (1962) A. B.,Augustana College, 1953; B. M., American Conservatory of Music, 1959; M.M., American Conservatory of Music, 1961

J A M E S P. M O T I F F — ProfessorofPsychology(1969) B.S., St. Norbert College, 1965; M.S., Universityof South Dakota, 1967; Ph.D., Universityof South Dakota, 1969 J U D I T H A. M O T I F F — AssociateProfessorofFrench (1969) B.A., Purdue University, 1962; M.A., University of Illinois, 1964; Diplome de Litterature Francaise Contemporaire, Universite de Paris, 1967 A N T H O N Y B. M U I D E R M A N — AssociateProfessorofBusinessAdministration (1977) B.S., Calvin College, 1950; B.S.E., Universityof Michigan, 1960; M.B.A., Grand Valley State Colleges, 1977 W I L L I A M S. M U N G A L L — ProfessorofChemistryand Chairpersonofthe

Department(1971) ■ B.A., State University of N e w York at Buffalo, 1967;

Ph.D., Northwestern University, 1970 D I A N E E. M U R R A Y — Librarianand LecturerinLibraryScience(1977) B.A, H o p e College, 1964; M.A., Michigan State University, 1966; M.S.L.S., Western Michigan University, 1968; M.M., Aquinas College, 1982 D A V I D G. M Y E R S — John DirkWorkman ProfessorofPsychology(1967) B.A., Whitworth College, 1964; M.A., University of Iowa, 1966; Ph.D., University of Iowa, 1967 (Sabbatical Leave 1985-1986 Academic Year) R O G E R N E M E T H — AssistantProfessorofSociology(1983) B.A., Western Michigan University, 1978; M.A., University of North Carolina, 1981; Ph.D., University of North Carolina, 1983 K A R E N A. N E U F E L D — AssociateProfessorofEducation(1984) B.S., Kansas State University, 1966; M.S., Kansas State University, 1972; Ed.D., Universityof Kansas, 1978 T H E O D O R E L. N I E L S E N — Guy VanderJagtProfessorofCommunication (1975) B.A., University of Iowa, 1955; M.A., Universityof Michigan, 1958; Ph.D., University of Wisconsin, 1971 J A C O B E. N Y E N H U I S — Provostand ProfessorofClassics(1975) A.B., Calvin College, 1956; A.M., Stanford University, 1961; Ph.D., Stanford University, 1963 K E V I N W. O L S O N — VisitingInstructorofTheatre(1985) B.S., S U N Y O n e o n t a , NY, 1982; B.F.A., Universityof Minnesota, 1985 R O B E R T J. P A L M A — AssociateProfessorofReligion(1966) B.A., Calvin College, 1956; B.D., Calvin Seminary, 1959; Ph.D., Universityof Edinburgh, 1970

287

J O H N P A T N O T T — AssistantProfessorofPhysicalEducation, Recreation, and Athletics(1978) B.A., California State University, 1969; M.A., California State University, 1972 D A N I E L P A U L — ProfessorofEducationandChairpersonoftheDepartment (1966) A. B., H o p e College, 1950; M.A., Universityof Michigan, 1957; Ed.S., Western Michigan University, 1964; D.Ed., Western Michigan University, 1973 G. L A R R Y P E N R O S E — Assoc/afe ProfessorofHistoryand Chairpersonofthe

Department(1970) B. A., Portland State College, 1966; M.A., Indiana University, 1968; Ph,D., Indiana University, 1975 (Leave of Absence Fall Semester, 1985) A N T H O N Y N O V A K P E R O V I C H , JR. — AssistantProfessorofPhilosophy(1990) A. B., University of California-Davis, 1973; M.A., University of Chicago, 1974; Ph.D., Universityof Chicago, 1978 M I C H A E L B. P E T R O V I C H — AssociateProfessorofHistory(1966)(1969) (1976) Universityof Ljubjana, Yugoslavia, 1954; B. A., Shepherd College, 1960; M.A., Universityof Chicago, 1965; Ph.D., Universityof Chicago, 1972 J A M E S P I E R S — Assoc/afe ProfessorofSociologyand Chairpersonofthe Department(1975) B.A., H o p e College, 1969; M.S.W., Universityof Michigan, 1972 G E O R G E R A L P H — ProfessorofTheatre(1966) 288 B.A., Stanford University, 1957; M.Div., Union Theological Seminary, 1960; M.A., Northwestern University, 1966; Ph.D., Michigan State University, 1981 R. R I C H A R D RAY, JR. — AthleticTrainerand InstructorinPhysicalEducation (1982) B.S., Universityof Michigan, 1979; M.A., Western Michigan University, 1980 W I L L I A M R E Y N O L D S — ProfessorofEnglish(1971) A. B., Xavier University, 1966; M.A., Columbia University, 1967; Ph.D., Universityof Illinois-Urbana, 1971 J A C K R. R\DL — AssociateProfessorofEnglish(1971) B. A., Westminster College, 1967; M.Ed., Westminster College, 1970 N O R M A N W. R I E C K — ProfessorofBiology(1962) A.B., H o p e College, 1953; M.S., University of Michigan, 1956; Ph.D., University of Michigan, 1957 R O G E R J. R I E T B E R G — ProfessorofMusic(1954) A.B., H o p e College, 1947; S.M.M., Union Theological Seminary, N e w York, 1949

R O B E R T R I T S E M A — ProfessorofMusic(1967) A. B., H o p e College, 1957; M.M., University of Michigan, 1959; Ed.D. in Mus., University of Michigan, 1971 N E D C. R O U Z E — AssistantProfessorofPhysics(1985) B. A., Hastings College, 1977; Ph.D., University of Washington, 1982 P A U L C . S A D E K — AssistantProfessorofChemistry(1985) B.A., Carleton College, 1979; Ph.D., University of Minnesota, 1985 D O N N A S A S S — AssistantProfessorofPhysicalEducation (1984) B.S., Grand Valley State College, 1978; M.A., Michigan State University, 1982 C A R L F. S C H A C K O W — ProfessorofEducation (1970) B.S., Wittenberg University, 1959; M.S., Northern Illinois University, 1963; Ph.D., Miami University, 1971 P E T E R J. S C H A K E L — PeterC.and Emajean Cook ProfessorofEnglishand ChairpersonoftheDepartment(1969) B.A., Central College, Iowa, 1963; M.A., Southern Illinois University, 1964; Ph.D., University of Wisconsin, 1969 S A N F O R D S C H W A R T Z — VisitingAssociateProfessorofEnglish(1985) B.A., Columbia University, 1970; M.A., Oxford University, 1972; Ph.D., Princeton University, 1977 A N T O N I A G. IGLESIAS S E A R L E S — AssistantProfessorofSpanish (1970) B.A., University of Salamanca, Spain; M.A., Escuela Normal Superior, Salamanca, Spain M I C H A E L D. S E Y M O U R — AssociateProfessorofChemistry(1978) B.A., Saint Johns University, 1972; Ph.D., T h e University of Arizona, 1977 (Sabbatical Leave 1985-1986 Academic Year) S T U A R T W. S H A R P — ProfessorofMusicand ChairpersonoftheDepartment (1975) B.Mus., Bucknell University, 1962; M.M., University of Michigan, 1963; D.M.A., University of Kentucky, 1975 J O H N J. S H A U G H N E S S Y — AssociateProfessorofPsychology(^975) B.S., Loyola University, 1969; M.S., Northwestern University, 1971; Ph.D., Northwestern University, 1972 F R A N K C. S H E R B U R N E , JR. — AssociateProfessorofMathematics(1959) B.S., University of Toledo, 1952; M.S., Michigan State University, 1956 M I C H A E L E. S I L V E R — AssistantProfessorofChemistry(A983) B.S., Fairleigh Dickinson University, 1975; M.S., Cornell University, 1979; Ph.D., Cornell University, 1982

289

R A Y M O N D E. S M I T H — ProfessorofPhysicalEducationand Directorof AthleticsforMen (1970) B.S., University of California, Los Angeles, 1961; M.A., Pasadena College, 1963 M.P.E., Western Michigan, 1975 R I C H A R D L. S M I T H — AssociateProfessorofTheatreandActingChairperson oftheDepartment(1972) B.F.A., University of Minnesota, 1969; M.F.A., University of Minnesota, 1972 E D I T H L. S M O O T — AssistantProfessorofBiology{^9S3) B.S., Ohio State University, 1976; M.S., Ohio State University, 1978 Ph.D., Ohio State University, 1983 (Leave of Absence 1985-86 Academic Year) M A R J O R I E S N Y D E R — AssistantProfessorofPhysicalEducation(1980) B.A., Kalamazoo College, 1975; M.S., University of California, Los Angeles, 1980 (Leave of Absence 1985-1986 Academic Year) , N E A L W. S O B A N I A — DirectorofInternationalEducationandAssistant ProfessorofHistory(1981) B.A., H o p e College, 1968; M.A., Ohio University, 1973; Ph.D., University of London, 1980 G O R D O N S T E G I N K — AssistantProfessorofComputerScience(1981) A.B., H o p e Coliege, 1961; A. M., Washington University, 1963 J O H N R. S T O U G H T O N — AssistantProfessorofMathematics (1983) B. S., East Tennessee State University, 1969; M.S., North Carolina State University, 1971; Ph.D., University of Tennessee, 1978 290 G I S E L A S T R A N D — AssociateProfessorofGerman (1969) Abitur, St. Ursula Oberschule, Hannover, 1959; M.A., University of Chicago, 1962; Ph.D., Vanderbilt University, 1973 L O U I S J .S Y T S M A — AssistantProfessorofNursing(1984) B.S., Grand Valley State Colleges, 1974; M.S., University of Wisconsin, 1979 S H i N I C H I R O T A K E S H I T A — VisitingAssistantProfessorofEngineeringScience B.A., University of Michigan, 1977; M.S.E., University of Michigan, 1979 J O H N T A M M I — AssociateProfessorofTheatre(1968) B.A., Gustavus Adolphus College, 1963; M.A., University of Minnesota, 1966 (Leave of Absence 1985-1986 Academic Year) ELLIOT A. TANIS — ProfessorofMathematics (1965) B.A., Central College, 1956; M.S., University of Iowa, 1960; Ph.D., University of Iowa, 1963 N A N C Y T A Y L O R — AssociateProfessorofEnglish(1966) B.A., Western Michigan University, 1957; M.A., University of Wyoming, 1959

S T E P H E N K. T A Y L O R — AssociateProfessorofChemistry{t965) B.A., Pasadena College, 1969; ’ Ph.D., University of Nevada, Reno, (1974) J. C O T T E R T H A R I N — ProfessorofGeologyand ChairpersonoftheDepartment (1967) B.S., St. Joseph College, 1954; M.S., University of Illinois, 1958; Ph.D., University of Illinois, 1960 (Sabbatical Leave Spring Semester, 1986) R U T H W. T O D D — ProfessorofClassics(1977) (1979) B.A., University of Iowa, 1940; M.A., W a y n e State University, 1967; Ph.D., University of Colorado, 1973 W I L L I A M V A N D E R B I L T — ProfessorofPhysicalEducation (1967) A. B., H o p e College, 1961; M.A., University of Michigan, 1963; Ph.D., University of Utah, 1971 (Sabbatical Leave Spring Semester, 1986) J A M E S M. V A N D E R L A A N — AssistantProfessorofGerman (1984) B. A., Calvin College, 1976; M.A., University of Cincinnati, 1979; Ph.D., University of Illinois, 1983 P E T E R J. V A N D E R N A T — Ass/sfanf Professor of Econom/cs(1978)(1983) B.A., Calvin College, 1968; M.A., Michigan State University, 1973; M.A., Michigan State University, 1976 R I C H A R D V A N D E R V E L D E — AssociateProfessorofMathematics(1967) B.A., Simpson College, 1960; M.S., University of Iowa, 1962; Ph.D., University of Iowa, 1967 F. PHILLIP V A N E Y L — ProfessorofPsychologyand Chairpersonofthe Department(1959) A.B., H o p e College, 1955; M.A., Claremont Graduate School, 1958; Ph.D., Claremont Graduate School, 1964 P A U L V A N F A A S E N — ProfessorofBiologyand ChairpersonoftheDepartment (1963) (1969) A.B., H o p e College, 1956; M.S., Michigan State University, 1962; Ph.D., Michigan State University, 1971 G E R A R D V A N H E E S T — Chaplain(1979) A.B., H o p e College, 1949; M.Div., Western Theological Seminary, 1952 J O H N V A N I W A A R D E N — ProfessorofMathematicsand Chairpersonofthe

Department{^96^) A.B., H o p e College, 1957; M.A., University of Michigan, 1958 J A M E S D. V A N P U T T E N , JR. — ProfessorofPhysicsand Chairpersonofthe Department(1967) A.B., H o p e College, 1955; M.A., University of Michigan, 1957; Ph.D., University of Michigan, 1960

292

G L E N N V A N W I E R E N — AssociateProfessorofPhysicalEducation(1966) (1973) A.B., H o p e College, 1964; M.A., Western Michigan University, 1968; Ed.D., Brigham Young University, 1973 G O R D O N J. V A N W Y L E N — Presidentand ProfessorofPhysics(1972) A. B., Calvin College, 1942; B. S.E., University of Michigan, 1942; M.S., University of Michigan, 1947; Sc.D., Massachusetts Institute of Technology, 1951; Litt.D., H o p e College, 1972 K A T H L E E N V E R D U I N — AssociateProfessorofEnglish(1978) B.A., H o p e College, 1965; M.A., George Washington University, 1969; Ph.D., Indiana University, 1980 A L L E N D. VERHEV — AssociateProfessorofReligion(1975) B.A., Calvin College, 1966; B.D., Calvin Theological Seminary, 1969; Ph.D., Yale University, 1975 (Leave of Absence 1985-1986 Academic Year) R O B E R T C. V I C K E R S — ProfessorofArt(t969) B.A., State University College, 1947; M.A., Columbia University, 1949 D E N N I S N. V O S K U I L — AssociateProfessorofReligionand Chairpersonofthe Department(1977) B.S., University of Wisconsin, 1966; B.D., Western Theological Seminary, 1969; Ph.D., Harvard University, 1974 H U B E R T W E L L E R — ProfessorofSpanish (1962) B.A., University of Michigan, 1956; M-A., Indiana University, 1958; Ph.D., Indiana University, 1965 M E R O L D W E S T P H A L — ProfessorofPhilosophyand Chairpersonofthe Department(1976) B.A., Whea t o n College, 1962; M.A., Yale University, 1965; Ph.D., Yale University, 1966 D O N A L D H. W I L L I A M S — Professor of C/)em/sf/y(1969) B.S., Muskingum College, 1960; Ph.D., Ohio State University, 1964 B O Y D H. W I L S O N — AssistantProfessorofReligion(1982) B.A., Trinity College, 1971; M.A., Wheaton College, 1976; Ph.D., University of Iowa, 1982 J O H N M. W I L S O N — AssociateProfessorofArt(t971) B.A., St. Olaf College, 1955; M.A., University of Minnesota, 1964; Ph.D., University of Iowa, 1975 R O N A L D M. W O L T H U I S — Assoc/ate ProfessorofEducation(1985) A.B., Calvin College, 1964; M.A., Western Michigan University, 1967; , Ed.D, Western Michigan University, 1970

J A M E S Z O E T E W E Y — ProfessorofPoliticalScienceand Chairpersonofthe

Department{t966) B.A., Calvin College, 1960; Ph.D., University of Colorado, 1971

Part-time Lecturers R E E D B R O W N — Communication (1981) B.A., H o p e College J E R R Y C O N N E L L Y — PhysicalEducation(1982) B.A., University of Wisconsin H E L E N D A U S E R — Music(1968) D A N DAVIS — PhysicalEducation (1979) M A R C I A D E Y O U N G — Education(1975) A.B., H o p e College M A R Y D E Y O U N G — Mathematics(1982) A. B., H o p e College M A R Y E N G S T R O M — Music(1979) B. A., Augustana College; M.M., Northwestern University T O M E R I C K S O N — Music (1981) B.A., Eastman School of Music (University of Rochester) B R U C E F O R M S M A — Music(1974) A. B., B.Mus., H o p e College; M.M., University of Michigan J O H N J A C K S O N — Music(1971) (1974) B. Mus., Western Michigan University E L A I N E J E K E L — Chemistry(1982) A. B., B.S., Greenville College; M.S., Ph.D., Purdue University M A R Y E. J E L L E M A — English(1968) B. A., Calvin College; M.A., Ohio State University J A M E S JIPPING — Physics(1981) B.S., Calvin College; M.S., University of Minnesota C H E R Y L J O L I V E T T E — Physics(1980) M.A., University of Wisconsin R O B E R T A K R A F T — Music(1975) B.M.E., Wheaton College; M.M., Indiana University C A L V I N L A N G E J A N S — Music (1959) A.B., H o p e College; M.Mus., University of Michigan J O H N L U C H I E S — Philosophy(t979) A. B., Th.B., Calvin College; Th.M., Th.D., Ph.D., Princeton University M A R I E J O S E P H T E M A R T I N E A U — English(1980) B. A., St. Mary’s College; M.A., Columbia University

293

L A R R Y M A L F R O I D — Music (1974) B A R B A R A M E Z E S K E — English(1978) B.A., H o p e College; M.A., Michigan State University R I C H A R D M O S H E R — Recreation(1980) S T E V E N A T I O N — BusinessAdministration(1983) B.A., Grand Valley State College C R A I G N E C K E R S — BusinessAdministration(1978) A.B., H o p e College; J.D., Albany L a w School J O N A T H A N O S B O R N — Soc/o/ogy (1974) A.B., H o p e College; M.S.W., Western Michigan University R I C H A R D C. O U D E R S L U Y S — Greek(1979) A.B., Calvin College; Th.B., Western Theological Seminary; D.D., H o p e College E L E A N O R P A L M A — Music (1973) A. B., Calvin College C O R N E L I A P E P O Y — English(1979) B. A., Carlow College; M.A., Kent State University M A U R A R E Y N O L D S — ForeignLanguages (1975) B.A., M.A., University of Illinois R I C H A R D S W A N E Y — BusinessAdministration(1982) B.A., University of Michigan J.D., University of Michigan K E N N E T H T E P P E R — Dance (1981) 294 J O H N T Y S S E — BusinessAdministration(1973) A. B., H o p e College M A R C I A V A N D E R W E L — Education(1976) B. S., University of Michigan; M.A., Western Michigan University GAIL W A R N A A R — Music (1965) B.Mus., Central Michigan University; M.Mus., Michigan State University ' C I N D Y Y O N K E R — Education(1976) B.S., Central Michigan University; M.A., Grand Valley State College D A V I D M. Z E S S I N — BusinessAdministration(1982) B.A., H o p e College; J.D., University of Toledo, College of L a w

Adjunct Faculty B R Y A N T P. H I C H W A — Ad/uncf Assoc/afe ProfessorofPhysics(1985) B.S., Georgetown University, 1968; Ph.D., University of Notre Dame, 1973

C A R O L Y N M. K A L S O W — AdjunctAssociateProfessorofBiology(^98^) B.S., Iowa State, 1965; M.A., University of Texas, Medical Branch, 1967; Ph.D., University of Louisville, 1970 W E N D E L L A. M I L E S — DistinguishedAdjunctProfessorofHistory{t9A7)(1981) (1983) A.B., H o p e College, 1938; M.A., University of Wyoming, 1939; J.D., University of Michigan, 1941; LL.D., Detroit College of Law, 1979; Doctor of Law, H o p e College, 1980 B U R R T I L L S T R O M — DistinguishedAdjunctProfessorofTheatre(1973) Litt.D., H o p e College

ADMINISTRATIVE STAFF PRESIDENT OF THE COLLEGE G O R D O N J. V A N W Y L E N * — Presidentand ProfessorofPhysics(1972) C H A R L O T T E M U L D E R — Administrative Assistant (1953)

ACADEMIC ADMINISTRATION J A C O B E. N Y E N H U I S * — Provostand ProfessorofClassics(1975) IRWIN J. BRINK* — D e a n for the Natural Sciences a n d Professor of Chemistry {t957) N A N C Y S O N N E V E L D T MILLER — D e a n for the Social Sciences a n d Professor of Education (1985) E L T O N J. BRUINS* — D e a n for Arts a n d Humanities {t966) S U S A N D E F R E E — Administrative Assistant to the Provost (1984) A N N W. F A R L E Y — Executive Secretary to the D e a n for Arts a n d Humanities (1976)

Staff Barb Masselink, Secretary, Office of the Provost (1981) Cheryl McGill Essenberg, Secretary to the Dean for Social Sciences (1977) Norma Plasman, Secretary, Dean for the Natural Sciences (1968)

Academic Departmental Office Staff

296

Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marilyn (Micki) Pieper (1979) Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Beverly Kindig (1973) Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diane Wickmann (1983) Communication/History. . . . . . . . . . . . . . . . . . . . . . . . . . . Carole Boeve (1974) Linda Talsma (1984) Economics & Business Administration . . . . . . . . . . . . . . . . . . . Joy Forgwe (1983) Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . Katherine (Kathy) Mervau (1980) English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Myra Kohsel (1976) (1983) Foreign Languages & Literatures. . . . . . . . . . . . . . . . . . . Leona Plasman (1959) Geology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vacant ^^iJSic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vacant Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thelma Drenth (1984) Physics/Computer Science/Mathematics. . . . . . . . . . . . . . . Lori McDowell 0977) Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kathleen Adamski (1981) Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Karen Michmerhuizen (1980)

Academic Records/Registrar J O N J. H U I S K E N — Registrar (1969) B.A., Calvin College DIANE H I C H W A — Associate Registrar (1976) B.S., Elizabethtown College

Staff Rowene Beals, Office Manager (1981) A.B., Northwest Nazarene College Linda Shively, student records — Recorder (1983) A.B., Hope College Melissa Hakken, Data Entry and Research Analyst (1984) Grade Wong, Data Entry (1974) (1985)

Academic Support Center J A C Q U E L I N E D. HEISLER — Tutoring Coordinator (1982) B.A., Drew University; M.A., University of Nebraska

Computer Services LINDA SEITZ — Director (1984) B.A., Eastern Michigan University K A R L zurBURG — Manager of Operations and Technical Sen/ices (1985) B.A., Alma College ELAINE BISEL — Senior Programmer Analyst (1980) B.A., Michigan State University C H E R Y L J A R R A T T — Programmer (1979) B.A., Temple University KEVIN D E B O E R — Operator (1984) M A R I A TAPIA — Production Supervisor (1967) S T E V E W A T S O N — Operator (1980) A. B., Hope College Staff

Pauline Rozeboom, secretary (1982)

Dow Heaith and Physicai Education Center G E O R G E KRAFT* — Program Director and Co-Director of Supervisory Personnel — D o w Center; Professor of Physical Education (1967) G R E G G A F M A N * — Assistant Professor of Physical Education, Recreation, and Athletics and Coordinator of the Health Dynamics Program (1978) N O R M A N JAPINGA — Physical Education and Athletic Equipment Manager (1968) J A N E M A S O N — Office Manager, Facilities Coordinator, and Co-Director of Supervisory Personnel — D o w Center (1973) (1978) Staff

Beverly Larson, secretary (1979) Faye VanHaitsma, secretary (1983)

international Education N E A L W. SOBANIA* — Director and Assistant Professor of History (1981) A L M A S C A R L E T T — Office Manager (1961)

Laboratories and Equipment Centers T I M O T H Y J. S C H I P P E R — Director of Chemistry Laboratories (1983) B. A., Central College RICK L. M O S H E R — Technical Services Supervisor (1980) KEVIN G A R D N E R — Director of Physics Laboratories (1978) B.S., M.S., Ball State University G O R D O N V A N W O E R K O M — Director of Biology Laboratories (1979) B.A., Calvin College; M.S., Purdue University Staff

Steven Driesenga, Technical Services technician (1983) Sheryl Larsen, Technical Services secretary (1980) David Manifold, Technical Services (1985)

Library R I C H A R D J. B U R T T * — Librarian and Lecturer in Library Science (1978)

297

C A R O L L Y N N JUTH-GAVASSO* — Assistant Professor of Library Science (1970) DIANE M U R R A Y * — Librarian and Lecturer in Library Science (1977) CHRISTINE N E L S O N — Library Technician (1979) A. B., Hope College J O Y C E NIELSEN — Library Technician (1977) B. A., The University of Iowa L E O N A N Y K E R K — Library Technician (1966) B.A., Michigan State University D A W N V A N A R K — Library Technician (1971) A.B., Hope College LINDA V I S S C H E R — Library Technician (1970) A. B., Hope College A N D R E W V A N D E R Z E E — Archivist (1963) B. A., Calvin College; M.A., University of Michigan; M.A. in L.S., Western Michigan University

Staff Helen Einberger — Inter-Library Loan Clerk (1984) Linda Linklater — Curriculum Library Coordinator (1983) Dorothy Pearson — Music Library Clerk (1979) Deannie Picciotti — Science Library Clerk (1984) Janet Ramsey — Circulation Night Clerk (1979) Margaret Clark — Secretary (1980)

Theatre Production

298

M A R Y S C H A K E L — Producing Director of the Hope S u m m e r Repertory Theatre A.B., Hope College LOIS C A R D E R * — Designer, Costumer, Instructor in Theatre, Director of the Costume Laboratory, and Artistic Associate of the S u m m e r Repertory Theatre (1981) . M I C H A E L GRINDSTAFF* — Manager of Theatre Facilities and Lecturer in Theatre (1970) BRIAN J O H N S O N — Artistic Associate of the S u m m e r Repertory Theatre (1984) M A R K L E E N H O U T S — Business Manager of the S u m m e r Repertory Theatre

ADMISSIONS — D e a n forAdmissions(1980) A.B., H o p e College M.A., Ph.D., Michigan State University

J A M E S . R. B E K K E R I N G

G A R Y C A M P — Associate Director of Admissions (1978) A.B., Hope College M A R Y KRAAI — Associate Director of Admissions (1981) A.B., Hope College WILLIAM B R Y S O N — Admissions Counselor (1984) A.B., Hope College KIM L U B B E R S — Admissions Counselor (1983) A.B., Hope College K E N N E T H N E E V E L — Admissions Counselor (1984) A.B., Hope College P A M R E Z E K — Admissions Counselor (1984) A.B., Hope College

J A N E T WEISIGER — Admissions Representative (1979) A.B., Hope College

Staff Karen Barr (1981) Vicki Boulton (1983) Joan Nelson (1984) Mary Quade(1977) Laurie Werley (1976) Carole W o o d (1985)

BUSINESS OFFICE W I L L I A M K. A N D E R S O N — VicePresidentforBusinessand Finance(1966) B.S., Ferris State College Judy Brake — Administrative Assistant (1974)

B A R R Y L. W E R K M A N — BusinessManager {1967) A.B., H o p e College; M.S., University of W y o m i n g N A N C Y E M E R S O N — Supervisor of Accounts Receivable (1971) M A R K L E E N H O U T S — Assistant Business Manager (1982) A.B., Hope College D E B O R A H O W E N S — Supervisor of Student Accounts (1974) KEVIN K R A A Y — Staff Accountant (1985) A.B., Hope College

Staff Mary Essenburg, accounts payable (1985) Donna Franks, payroll (1977) Shirley Larsen, cashier (1982) Evelyn Ryan, secretary/receptionist (1960) (1966) Kris Welmers, accounts payable/purchasing (1979)

Financial Aid Office PHYLLIS K L E D E R H O O Y M A N — Director (1974) A.B., Hope College GAIL H. SMITH — Associate Director of Financial Aid/Office Supervisor (1977)

Staff Martha Ash, office manager (1978) Connie Ramirez, clerical assistant (1984) Kendra Schurman, receptionist/records clerk (1985)

Hope-Geneva Bookstore M A R K C O O K — Manager (1973)

Staff Dorothy Plasman, assistant manager (1966) Sarah Baas (1978) Bruce Mulder, mailroom (1984) Jeanne Goodyke (1973) Maxine Greij (1978) Paula Nadeau (1980) Karen Schakel (1981) Sue Smith (1984)

299

Human Resources Office B R U C E H I M E B A U G H — Director (1970) B.A., M.A., Western Michigan University R U T H K L U N G L E — Assistant Director of H u m a n Resources (1967) B.S., Aquinas College Staff

Lois Baar, switchboard (1984) Betty Klinge, switchboard (1979) Ann VanDenBerg, insurance (1977) Jean Wehrmeyer, switchboard (1973) Myrna Willerton, switchboard (1981)

Physical Plant F R E D C O A T E S — Director of Physical Plant (1977) B.S., University of Rhode Island E M E R Y B L A N K S M A — Plant Superintendent (1970) R O N H A L E — Transportation Coordinator (1983) A D R I A N V A N H O U T E N — Mechanical Supervisor (1974) P A U L S C H R O T E N B O E R — Supervisor of Custodial Services (1977) M A R T I N C. S T R A N G — Groundskeeper (1970) B.S., Michigan State University Staff

Mary Krieger, Office Manager (1978)

Public Safety R A Y G U T K N E C H T — Supervisor (1981) M.S., Michigan State University Staff

300

Shirley Beckman, Office Manager (1978) Jerry Gunnink — Partolman (1981) B.S., Grand Valley State College Joel B. Otting — Patrolman (1984) A. B., Hope College Duane Terpstra — Patrolman (1981) B. S., Grand Valley State College Dan Mills — Patrolman (1984) B.A., Aquinas College

Word Processing Center S A N D Y T A S M A — Supervisor (1973) Staff

Betty Dolley (1977) Connie Hoffman (1984) Katie Worbois (1985)

DEVELOPMENT A N D COLLEGE RELATIONS ROBERT N. DE YOUNG — VicePresidentforDevelopmentandCollege Relations(1965) A.B., H o p e College: M.A., Western Michigan University

Development J O H N F. N O R D S T R O M — Director of Development (1975) B.S., University of Illinois; B.D., Western Theological Seminary; Th.M., Princeton Theological Seminary J O H N G R E L L E R — Director of Planned Giving (1979) B.A., Kenyon College; M.A.T., Oberlin College E S T H E R M O L E N A A R — Manager of Development Services (1977) C Y N T H I A A. P O C O C K — Associate Director of Annual Funds (1978) A. B., Hope College M A R Y P O R T E R — Administrative Assistant (1977) B. S., Purdue University H A R O L D R I T S E M A — Associate Director of Planned Giving (1983) A.B., Hope College; M.Mus.Ed., University of Michigan; M.Ed., Rutgers University KRIS D E P R E E — Development Officer (1984) A.B., Hope College ' DAVID V A N D Y K E — Development Officer (1985) A.B., Hope College Staff

Barbara Grotenhuis, Development Services (1981) Esther Hansen, Development Services (1979) Arloa Jurries, Development Services (1980) Laurie Menken, Development Services (1984)

College Relations T H O M A S L. R E N N E R — Director of College Relations (1967) M A R Y K E M P K E R — Associate Director of College Relations (1978) A.B., Hope College V E R N O N J. S C H I P P E R — Associate Director of College Relations (1973) A. B., Hope College; M.A., Michigan State University Staff

Esther Cleason, Office Manager (1983) Barbara Hoesman, receptionist (1985) Donna Schultz, secretary (1984)

STUDENT PERSONNEL SERVICES L A M O N T D I R K S E * — Dean ofStudentsand ProfessorofEducation (1964) B R U C E J O H N S T O N — Assistant Dean of Students (1977) B. A., Westminster College; M.A., Bowling Green State University S U S A N L A N G E J A N S — Director of Student Activities (1984) B.M., Hope College M.A., Western Michigan University S A R A SCHMIDT, Director of Residence Life (1980) C A R O L Y N B A R E M A N — Secretary (1973)

301

Career Counseling, Personal Counseling, and Placement Center J O Y C E H A N L O N — Director of Counseling Services (1980) B.S., Michigan State University: M.S., W a y n e State University

D A R L Y S T O P P — Director of Career Planning a n d P l a c e m e n t (1978) B.A., M.A., University of California, S a c r a m e n t o D A L E A U S T I N — Director of P l a c e m e n t Services (1981) B.S., Central Michigan University; M.A., Michigan State University

Staff So p h i a H a m b e r g , secretary (1973)

Chaplain’s Office G E R A R D V A N H E E S T — Chaplain (1979) A. B., H o p e College M.Div., W e s t e r n Theological S e m i n a r y

Staff Esther Flowerday (1962)

Health Services S H A R O N B L A N K S M A — Director of Health Services (1973) R.N., Butterworth Hospital College Health N u r s e Practitioner, B r i g h a m Y o u n g University L I N D A D A L M A N — Clinic Assistant (1983) R.N., Butterworth Hospital R U T H D Y K E — Clinic Assistant (1969) R.N., Butterworth Hospital

Staff Ba r b Helm us, receptionist/secretary (1979)

302

Food and Catering Services S T E V E R E N Z — Director of F o o d Service (1980) L U C I L L E J O N G E K R I J G — Catering M a n a g e r (1981) C H E R Y L G R I M E S — F o o d Service M a n a g e r (1983) J O H N V I S S E R — F o o d Service M a n a g e r (1981)

Staff J e a n Carpenter, secretary (1980) Betty Venders, secretary (1967)

F R E S H M A N STUDIES PHILIP A. F R E D R I C K S O N — CoordinatorofFreshman Studies(1978) A.B., H o p e College; M.M., Michigan State College Ed.D., Florida State University

SPECIAL P R O G R A M S Higher Horizons M A R T Y S O S A — Higher Horizons Coordinator (1974) B. S., W e s t e r n Michigan University (1972)

PAT C R U M — Parent-Aide Coordinator (1979) B.A., Central Michigan University

Staff G w e n Hoekstra, secretary (1979)

Upward Bound Program A L F R E D O M. G O N Z A L E S , — Director (1979) B.S., Grand Valley State Colleges ELIZABETH C O L B U R N — Academic Coordinator (1985) F R A N C I S C A G U Z M A N - G A M E Z — Counselor (1984) B.A., Hope College

Staff Andrea Mireles, secretary (1984)

Philadelphia Urban Semester — Faculty and Staff S T E V E N S E. B R O O K S — Executive Director (1968) (1974) R O B E R T A G. D E H A A N — Faculty & Coordinator of Professional Development Component (1970) E M M A B. FISHER — Housing Coordinator, Administrative Secretary (1969) P E R R Y G I L M O R E — Faculty (1984) A N N E K A P L A N — Faculty/Coordinator of Field Study Placements (1981) D E B O R A K O D I S H — Faculty (1982) L A R R Y S P E A R S — Executive Secretary, Philadelphia Urban Semester Friends (1981) B. A L E X U R B A N S K I — Faculty (1984)

Vienna Summer School — Faculty and Staff P A U L G. FRIED — Founder (1956) Ph.D., University of Erlangen S T E P H E N I.H E M E N W A Y — Director (1976) Ph.D., University of Illinois D E B O R A H B O C K — German (1969) Ph.D., University of Vienna DAVID F. G O O D — Economics (1980) Ph.D., University of Pennsyivania WILLIBALD K U B I C E K - Literature (1964) Ph.D., University of Vienna FELIX M O L Z E R — Music (1961) M.S., University of Pennsylvania A N N A S P I T Z M U L L E R — Art History (1970) Ph.D., University of Vienna

'See Faculty Listing for degrees.

303

A L U M N I ASSOCIATION H o p e Alumni are represented in all fiftystates and in mor e than fiftyforeign countries. Organized in 1967, the Alumni Association n u m b e r s nearly 16,000 members. T h e Association has several regional groups located throughout the United States. There is also an alumni club for athletic letter winners (m e n and women). N e w s From H o p e College, a bimonthly tabloid, informs alumni and friends of activities of the College and chronicles the achievements of her graduates. A n Alumni Direc tory is published every five years. Thestaff of the Office of College Relations is responsible for coordinating alumni ac tivities. T h e staff maintains alumni records and encourages alumni to submit changes of address. T h e staff also w e l c o m e s correspondence with n e w s of promotions, n e w positions, work being don e in postgraduate schools, and items of a personal nature such as marriages, births and deaths. Three special days are held on c a m p u s for alumni — H o m e c o m i n g in October, Winter H o m e c o m i n g in February, and Alumni D a y on the Saturday before C o m m e n c e m e n t in May. T h e latter features class reunions and an annual alumni dinner. Alumni w h o have been selected for Distinguished Alumni A w a r d s are a n nounced at the annual dinner. Selections are m a d e on the basis of contributions to society, interest in the College, and financial assistance to the College. B O A R D O F DIRECTORS, 1984-85 . President. . . . . . . . . . -. . . . . . . . . . . . . . . . . . . . . . . . . . . . Phyllis Brink Bursma Vice President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. Craig Van Zanten Treasurer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . William K. Anderson Executive Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chris Lohman Immediate Past President. . . . . . . . . . . . . . . . . . . . . . . . . Marjorie Lucking French Director of College Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . Thomas L. Renner Associate Director of College Relations for Alumni Affairs. . . . . . . . . . Vern J .Schipper

304

Directors T E R M S EXPIRING 1987 Beverly B a m e Kerr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nassau, N e w York James B o s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cerritos, California T E R M S EXPIRING 1986 Jeffrey W. Beswick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jenison, Michigan Phyllis Brink B u r s m a . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sudbury, Massachusetts Hugh M. Campbell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Portage, Michigan Chris Lohman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Los Angeles, California Gwynn Bailey Vanderwall . . . . . . . . . . . . . . . . . . . . . . . . . . ...... Plano, Texas S. Craig Van Zanten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clarendon Hills, Illinois T E R M S EXPIRING 1985 Jan Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holland, Michigan Francis Hooper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arlington, Virginia Bruce Neckers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids, Michigan John Tysse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holland, Michigan Cornelius Van H e e s t . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids, Michigan

■ SeHOLAHSHIPSATIIOPi

Endowed Schoiarshops Over the years a number of E n d o w e d Scholarship Funds, which bear the n a m e of the donor or persons designated by the donor, have been established. Such funds provide unique opportunities for donors to be directly involved in assisting and coming to k now H o p e students. The donor is free to designate a preference for the major field or vocational goal for the scholarship recipient. These E n d o w e d Scholarship funds are listed on the following pages. Further information on endowing scholarsliips is available from the College Develop ment Office. E. S A M U E L A N D G R A C E E N G L E A E I L T S S C O E N C E S C H O L A R S H O P — A fund to provide aid to worthy science students. Established in m e m o r y of E. Samuel Aeilts and Grace Engle Aeilts. M R . A N D M R S . J O H N A G G E N S C H O L A R S H O P — A fund to provide financial as sistance for worthy students, with preference given to those pursuing careers in music or the ministry. Established through the estates of Mr. and Mrs. John Aggen, R e formed Church m e m b e r s supporting the work of the College. G E O R G E R. A N D E D O T H W E A V E R A N D E R S O N F U N D — Established in m e m o r y of Edith W e a v e r Anderson, H o p e 1926, and her husband, this fund provides finan cial assistance to worthy students. A P I A N U S S C H O L A R S H O P — A fund to provide a scholarship to a deserving senior student w h o has achieved academic excellence. The scholarship is n a m e d after a great G e r m a n Scientist in the 15th Century. Given by Dr. and Mrs. Martin Sommer. P A U L A N D M A R G A R E T B A K E R S C H O L A R S H I P F U N D — A fund established by Mr. and Mrs. Paul Baker to provide scholarship aid for worthy students. W A L T E R F. B A N K S C H O L A R S H O P F U N D — A fund to provide scholarship aid for deserving students. 305 B E R T E L L E A R K E L L B A R B O U R S C H O L A R S H O P F U N D — Aid to worthy students provided by the Arkell Hall Foundation, Canajoharie, N e w York. P A U L G E R D I N G B A S T O W E M O R O A L S C H O L A R S H O P — A fund to provide scholar ship aid to students who s e talents and character mark them for leadership of signif icance in their chosen field, as well as in the development of the highest h u m a n and Christian values in our society. Preference given to English or Music majors. A 2.5 m i n i m u m gradepoint average is required. C H R O S B E C K E R MEOIAOROAL S C H O L A R S H O P — A n award to a graduating senior from Zeeland High School w h o demonstrates financial need. T H E OWARTO B E C K E R O N G OWOEOWOROA L S C H O L A R S H O P — A fund established by the parents, family and friends of Marti Beckering, an outstanding student and athlete at Hope, w h o lost her life in a tragic accident at the beginning of her sophomore year. Income from this fund provides financial assistance to a w o m a n student w h o excels academically and participates in athletics at H o p e College. R A Y M O N D V A N R E N S S E L A E R B E G G M E M O R I A L S C H O L A R S H O P — A fund to provide aid to worthy students. Established by Mrs. Genevra Begg in m e m o r y of her husband, Mr. R a y m o n d V a n Rensselaer Begg. T H E P A U L L. A N D L E N O R E V. B E T H K A S C H O L A R S H O P — A fund to provide finan cial assistance to worthy students, with preference given to those from the N e w York State area encompassing Schenectady, Saratoga and Albany counties.

T H E R U T H B L E K K I N K F U N D — A fund to provide financial aid to notable students, with preference given those pursuing a career in education. Given by Victor J. Blekkink. T H E V I C T O R J. B L E K K I N K F U N D — This fund provides financial aid to students wh o s e lives evidence the H o p e spirit. Given by friends of Victor J. Blekkink, '09 graduate. Reformed church pastor and close friend of the College. T H E R E F O R M E D C H U R C H O F B R O N X V I L L E S C H O L A R S H I P F U N D — A fund for needy and worthy students. PHILLIPS B R O O K S S C H O L A R S H I P F U N D — A fund established by Squirt Pak, Inc. in m e m o r y of itsfounder, Mr. Phillips Brooks, to provide annual scholarship assistance to deserving students, with preference given to students majoring in Business Administration. T H E B R O O K S T R A S C H O L A R S H I P F U N D — This fund w a s established through the generosity of the family of Dr. Arthur Brookstra, and in special recognititon of Miss Mardelle Brookstra, a long time employee of H ope College. The income from this fund is used to provide scholarships for deserving students. J O H N H. A N D C O R N E L I A W. B R U G G E R S S C H O L A R S H I P F U N D — A fund to pro vide scholarship aid to students pursuing a career in Christian ministry. M A R Y B U S S I N G S C H O L A R S H I P S — A fund from the estate of Miss Mary Bussing to provide scholarship aid for students of ability, leadership, and educational purpose. H E N R Y A., C A R O L I N E , A N D E T H E L C H R I S T I A N S C H O L A R S H I P F U N D — A fund to provide scholarship aid to a worthy student w h o desires higher education leading to a profession in medicine, nursing, biology, or teaching. Given by Dr. Henry A. Christian. G E O R G E B. A N D A N N A B. D A L M A N S C H O L A R S H I P — A fund, established by Mr. and Mrs. A ndrew Dalman in m e m o r y of George B. and A n n a B. Dalman, for the pur pose of providing financial assistance to deserving and properly motivated students attending H o p e College. 306 C L A R E N C E P. D A M E S C H O L A R S H I P F U N D — A fund to provide aid to students w h o are preparing for full-time Christian service in the Reformed Church in America and w h o are in financial need. Priority isgiven to students from the Second Reformed Church of Kalamazoo and the Classis of Kalamazoo. Given by Clarence P. Dame, leader in the R.C.A. denomination and H o p e '13 graduate. T H E R E S S A M O O l D A M S T R A M E M O R I A L S C H O L A R S H I P — A fund for deserv ing students, established by Dr. Eugene F. Damstra in m e m o r y of his wife, Theressa Mooi Damstra. D A N G R E M O N D T R I O M E M O R I A L S C H O L A R S H I P — A fund for deserving stu dents, with preference for those majoring in vocal or instrumental music. Established by Dr. and Mrs. E. H. Dangremond and Lois Dangremond Renner. The Dangremonds are the grandchildren of Reverend Gerrit Dangremond, valedictorian of the first graduating class of H o p e College in 1866. A D R I A N A N D M Y R T L E E. d e B O O M S C H O L A R S H I P F U N D — A fund established in m e m o r y of H o p e College President Edward D. Dimnent, 1918-1931. T H E W I L L A R D G. A N D B A R B A R A D E G R O O T S C H O L A R S H I P — A fund estab lished to provide scholarships to outstanding students at Hope, with preference given to a graduate of Holland High School majoring in Economics or Business Administra tion. Mr. Willard G. DeGroot, a graduate of the Class of 1939, served as a m e m b e r of the Board of Trustees of H o p e College. ■ D E W I T T F O U N D A T I O N S C H O L A R S H I P — A fund for deserving students.

THE BETTY ANN DUVAL SCHOLARSHIP FUND — A fund established by Betty Ann:

Duval of Bronxville, N e w York to provide scholarship assistance to deserving students. JOHN AND SUSAN DYKEMA SCHOLARSHIP FUND — A fund established by Charles and Frank D y k e m a in m e m o r y of their parents, John and Susan Dykema. A scholarship is awarded each year to an outstanding graduate from the Holland, the Holland Christian, and the W est Ottawa High Schools. ADELAIDE AND GERALDINE DYKHUI2EN SCHOLARSHIP — A fund established by Adelaide and Geraldine Dykhuizen, in m e m o r y of their brother. Dr. Harold Dykhuizen, to provide annual scholarship aid to needy students with preference given to students interested in pursuing a pre-medical program. DR. HAROLD DYKHUIZEN MEMORIAL SCHOLARSHIP — A fund to provide an an nual scholarship to a top science student at M o n a Shores High School interested in majoring in science at Hope. To be awarded at graduation. H A R O L D AND LUCILLE DYKHUIZEN SCHOLARSHIP FUND — A fund established by Mrs. Lucille Walvoord Dykhuizen Busker in m e m o r y of her husband. Dr. Harold Dykhuizen, to provide scholarships for worthy students. MAXINE AND VICTOR W. EIMICKE SCHOLARSHIP FUND — A fund established by Dr. and Mrs. Victor W. Eimicke to provide scholarship assistance to deserving students. AMO S AND RUTH FOY SCHOLARSHIP FUND — A fund to provide scholarship aid for students from a Latino background. Given by Mrs. A m o s Foy. THE WALTER H. FREI MEMORIAL SCHOLARSHIP — A fund to provide scholar ship aid for deserving students. Established by Mrs. Mabelle D u M e z Frei. THE PAUL G. FRIED INTERNATIONAL EDUCATION FUND — This fund w a s es tablished in 1 9 ^ as The Vienna Fund by persons w h o had studied in the Vienna S u m m e r School. The purpose of the fund w a s to further inter-cultural contact and under standing, with special emphasis on making itpossible for students from Austria to study at H o p e College. In 1981, on the 25th anniversary of the founding of the Vjenna S u m m e r School, the n a m e of the fund w a s changed to honor Dr. Paul G. Fried, w h o founded the Vienna S u m m e r School and served with distinction for m a n y years as H o p e ’s first Director of International Education. T h e purpose of the fund w a s 307 broadened to include other activities, in addition to the Austrian programs, that fur ther the overall goal of international education and inter-cultural understanding. T H E G E N E V A F U N D — A fund established to promote international understanding and world peace. Part of the Hope-Geneva Book Store income is used to provide scholarships to college students from countries outside the U.S.A. w h o s how promise of becoming leaders in the application of the principles of the Christian religion in this area of h u m a n relations. G E N E V A SCHOLARSHIP FUND FOR CHRISTOAN SERVICE — Awarded to stu dents who, upon completion of two years of college, have demonstrated high schol astic ability, a clear sense of Christian purpose through choice of vocation, and evidence of a mature Christian faith. A L M O N T. A N D H A R R O E T M. GODFREY SCHOLARSHIP F U N D — A fund estab lished by Dr. and Mrs. Almon T. Godfrey’s estate to provide scholarships for outstand ing chemistry students. M A R Y J A Y N E G O L D F U N D — A fund to provide financial aid to deserving students, with preference given to those studying theater or French. M R . A N D M R S . J O E G R E V E N G O E D S C H O L A R S H I P F U N D — A fund to provide aid to worthy students. Preference is given to pre-medical students. T H E H E A R S T F O U N D A T I O N S C H O L A R S H I P F U N D — A fund established through a gift from T h e Hearst Foundation, Iric. to provide scholarship assistance to deserv ing students.

P A U L E. A N D M A R T H A H I N K A M P M E M O R I A L S C H O L A R S H I P F U N D — A fund given by m e m b e r s of the Hinkamp Family in m e m o r y of Paul E. Hinkamp, distin guished professor at H o p e College and his wife Martha, to provide Presidential Scholarships for academically gifted students with leadership potential. J A C O B O. H I N K E N S C H O L A R S H I P F U N D — A fund to provide financial assistance to worthy students. Established in m e m o r y of Jacob O. Hinken, Class of 1925, by his wife. HISP A N I C S C H O L A R S H I P F U N D — A c o m m o n fund established by friends of the College to provide scholarship assistance for deserving students from an Hispanic background. DR. A N D M R S . W I L L I A M G E O R G E H O E B E K E S C H O L A R S H I P — A fund estab lished through the generosity of Dr. and Mrs. William George Hoebeke to provide scholarship assistance to deserving students, with preference given to students m a joring in science. Dr. Hoebeke graduated from H o p e in 1911, and practiced medicine in Kalamazoo. Dr. and Mrs. Hoebeke also gave the College the greenhouse that bears their name. T H E H E L E N A N D A L B E R T H O E K E N G A S C H O L A R S H I P F U N D — A scholarship to provide aid to worthy students, with preference given to students from First R e formed Church of Muskegon. Given by friends and family of Helen and Albert Hoekenga. T H E H E L M U T A N D E L L E N H O F S C H O L A R S H I P F U N D — A fund established by Mr. and Mrs. Helmut Hof to provide scholarship assistance to deserving students. J O H N L. H O L L A N D E R S C H O L A R S H I P — A fund to provide scholarship aid for wor thy students of good character w h o desire higher education leading to professions in the fields of law, economics, music or teaching. Established by Mrs. Hollander in m e m o r y of her husband. Judge John L. Hollander. W I N F I E L D J. A N D A R D I T H H O L L A N D E R S C H O L A R S H I P — A fund for deserving students, established by Mr. and Mrs. Winfield J. Hollander of Kalamazoo, Michigan. H O P E H E R I T A G E F U N D — A c o m m o n fund established by friends and alumni of the College, primarily through memorial gifts, to provide scholarship assistance to de serving students. 308 T H E P E T E R H U I Z E N G A S C H O L A R S H I P F U N D — A fund established by Mrs. Eliz abeth Huizenga in m e m o r y of her husband, Peter Huizenga, to provide scholarship assistance to deserving students. H A R O L D A N D M A B E L J O H N S O N F U N D — A fund established by Mabel P. Johnson in m e m o r y of her husband, Mr. Harold F. Johnson. J O H N S O N - H E N R I C H S C H O L A R S H I P S — A fund to provide scholarship aid to wor thy students. Established by Mr. and Mrs. Howard Johnson in m e m o r y of Mrs. Johnson’s father, Frederick Henrich. T H E M I L D R E D P O T T E R J O L D E R S M A S C H O L A R S H I P F U N D — A fund estab lished in honor of Mildred Potter Joldersma, ’40, by her husband, Alfred T. Joldersma, ’40, and their children. Income from this fund provides scholarship assistance to deserving students. T H E R U S S E L L A N D E L I Z A B E T H K L A A S E N S C H O L A R S H I P F U N D - A fund to provide financial assistance to capable and needy students working toward a career as a minister or missionary. Funded by Russell Klaasen and friends. W I L L I A M M. K O L K M A N H E R I T A G E F U N D S — For deserving students. Established by Mr. William M. Kolkman in loving m e m o r y of Hendrick J. and Gerdena Kolkman, parents; Henry and Nellie Kolkman, brother and sister-in-law; and Christina Kolkman Timmer, sister. . H E R M A N A. K R U I Z E N G A S C H O L A R S H I P F U N D — A fund to provide scholarship aid for needy students that s how evidence of strong Christian convictions. Preference

given to minority group m e m b e r s and students preparing for one of the service pro fessions. V I O L E T T H O M A S M A L E W I S S C H O L A R S H I P — A fund for worthy students, with preference given to those students going into the teaching profession. T H E M A R I A N R U T H L I N D E M U L D E R S C H O L A R S H I P — A fund for deserving stu dents, established by the estate of Marian Ruth Lindemulder. LIVING LIFE AID F U N D — A fund to provide a scholarship for a needy student w h o reflects a Christian attitude toward life. Preference shall be given to “attending” m e m b e r s of the Cloverhill Reformed Church in America, located in Flemington, N e w Jersey. F R A N K B. L O U N S B E R R Y E D U C A T I O N F O U N D A T I O N S C H O L A R S H I P — A fund to provide financial assistance to a freshman showing high character, intelligence, scholastic record and need. E S T E L L E B R O W N I N G M c L E A N S C H O L A R S H I P S — A fund to provide scholarship aid for worthy students. Established by C.M. McLean, former m e m b e r of the H o p e College Board of Trustees. J O H N E. A N D EDI T H B. M E D E N D O R P S C H O L A R S H I P — A fund to provide scholar ships to worthy students, established by Mr. and Mrs. John E. Medendorp of M u s kegon, Michigan. N E L L A M E Y E R S C H O L A R S H I P — A fund established by Prof. Nella Meyer, with ad ditional support from her family and friends, to provide financial assistance to students at H o p e College, with preference given to students interested in Music or French. W I E T S C H E A N D N E L L I E M I D D L E B U S H S C H O L A R S H I P F U N D — A fund to pro vide scholarship aid to a student with high character, financial need and scholarship. Given by Dr. Frederick A. Middlebush in m e m o r y of his parents. M R . A N D M R S . H O W A R D M I L L E R S C H O L A R S H I P F U N D — A fund to provide scholarship aid to worthy students, established by Mr. and Mrs. Howard Miller of Holland, Michigan. B E R N A R D J. A N D L O U I S E E. M U L D E R S C H O L A R S H I P — A fund to provide aid to students, with preference given to those desiring to pursue a career in Christian Education. 309 T H E F R E D M U L D E R G R A N T — A fund to provide a grant-in-aid for a worthy student demonstrating financial need. Grades and class standing are not necessarily a deter mining factor in naming the grant recipient. I. M U L L E R S C H O L A R S H I P F U N D — A fund to provide scholarships for worthy students. T H E R O B E R T E. M U L V A N E Y M E M O R I A L S C H O L A R S H I P — A n annual award to provide scholarship assistance to a junior or senior student enrolled in a pre-law or political science program. Itis to be awarded on the basis of need and academic abili ty. Given by his family, Margaret Mulvaney Pulver, Douglas Mulvaney ’80 and Mar cia Mulvaney. O L D K E N T B A N K O F H O L L A N D S C H O L A R S H I P F U N D — A fund to provide scholarship aid for worthy students, with first preference given to students majoring in business. J O H N M. A N D L O U I S E O S T E R H A V E N S T U D E N T S C H O L A R S H I P — A fund for de serving students. M Y R T I E A N D E T H E L Y N P A I N E M E M O R I A L S C H O L A R S H I P — A fund established by Mr. Clifford E. Paine as a memorial to Myrtle Paine and Ethelyn Paine. A four-year scholarship at H o p e College is awarded each year to a graduating senior from Fennville High School. Mr. Paine, a native of Fennville, attended H o p e College from 1906-1907 and graduated from the University of Michigan College of Engineering.

H e w a s a nationally recognized authority on bridge design, and one of the chief de signers of the Golden Gate Bridge. R U T H S T A F F O R D P E A L E S C H O L A R S H I P — A fund to provide scholarship aid for a worthy student. Given by Mr. H o m e r Surbeck in recognition of the distinguished service to the College by Trustee Ruth Stafford Peale. T H E L O U I S M. P L A N S O E N S C H O L A R S H I P — A fund to provide scholarships to worthy students, with preference given to pre-ministerial students. This fund, m a d e possiblethrough a generous bequest from Mr. Louis M. Plansoen, has been estab lished in his memory. K E N Q U I S T M E M O R I A L S C H O L A R S H I P F U N D — A fund to provide scholarship aid for worthy students. M A X J. A N D F L O R E N C E V Y N R E E S E S C H O L A R S H I P — A fund to provide scholar ship aid to students with preference given to those interested in or enrolled in pre medical programs; or, interested in or enrolled in economics and business administra tion programs. Students must be achieving a m i n i m u m 2.5 grade point average. E M M A R E E V E R T S S C H O L A R S H I P F U N D — A fund in m e m o r y of E m m a Reeverts, H o p e College educator and D ean of W o m e n , 1946-1963, to provide financial aid to a worthy student. R E F O R M E D C H U R C H W O M E N S C H O L A R S H I P F U N D — A fund established by Reformed Church W o m e n . A scholarship is awarded annually to a junior or senior w o m a n w h o is a m e m b e r of the Reformed Church, w h o demonstrated excellence in scholarship and is preparing to serve in a church-related vocation. R E I N K I N G M E M O R I A L S C H O L A R S H I P — Awarded each year to a junior Geology major w h o in the judgement of the Geology faculty best exhibits the high standards of academic excellence exemplified by the late Professor Robert L. Reinking. A G N E S R O S S S C H O L A R S H I P S — A fund to provide scholarship aid for worthy students. T H E R I C H A R D H. A N D PATRICIA L. R U C H E N D O W E D S C H O L A R S H I P — A scholarship to provide aid for students with ability, need and a Christian commitment, with preference given to those pursuing the study of business, n J O H N H. R U M P H S C H O L A R S H I P — A fund to provide scholarship aid for a worthy ^ senior student w h o needs assistance to complete his education. Established by Mrs. M a u d e C. R u m p h in m e m o r y of her husband. C A M E R O N A. R Y L A N C E M E M O R I A L S C H O L A R S H I P — A fund to provide aid for worthy students with preference given to those w h o demonstrate serious interest in church music and w h o plan to serve the church in s o m e area of music ministry. DR. S C H O L L S C H O L A R S H I P F U N D — A fund established by the Dr. Scholl Foun dation to provide financial aid to worthy students pursuing a career in medicine, with preference given to students from Illinois. DR. W I L L I A M A N D A D A A N N S C H R I E R M E M O R I A L S C H O L A R S H I P — A fund for deserving students, with preference given to those majoring in communication, par ticularly those w h o have an interest in debate or oratory. O S C A R O.R. S C H W I D E T Z K Y S C H O L A R S H I P F U N D — A fund to provide scholar ship aid on the basis of need and academic ability. Preference isgiven to pre-medical students. Established by Mrs. Schwidetzky in m e m o r y of her husband. Dr. Oscar O.R. Schwidetzky. H O W A R D A N D M A R G A R E T S L U Y T E R S C H O L A R S H I P F U N D — A fund estab lished by Dr. and Mrs. Howard R. Sluyter to provide scholarships to deserving stu dents. T H E E S T H E R M. S N O W V I E N N A S C H O L A R S H I P F U N D — Established in m e m o r y of Esther M. Snow, m e m b e r of the H o p e College faculty 1937-65, whose enthusiasm for music, G e r m a n and Vienna, served as an inspiration for m a n y generations of Hope

J O H N J A C O B S O E T E R S C H O L A R S H I P F U N D — A fund to provide scholarships for worthy students with preference given to those planning to serve in the ministry or in medical missions. Given by the family of Rev. John Jacob Soeter, Class of 1927. REV. A N D M R S . J A M E S A. S T E G E M A N S C H O L A R S H I P F U N D — Aid awarded to a needy student in honor of Rev. S t e g e m a n ’s service to the Covenant Reformed Church of M uskegon Heights. H A R O L D A. S Y K E S M E M O R I A L S C H O L A R S H I P — A fund to provide scholarship for a deserving student. Established in m e m o r y of Elder Sykes by the Q u e e n s R e formed Church of Long Island, N.Y. R I C H A R D W. T E L I N D E S C H O L A R S H I P — A fund established by Dr. Richard W. Telinde to provide scholarship assistance to deserving students. T H E J O H N A N D F R A N C E S T E N S E N M E M O R I A L S C H O L A R S H I P — A fund to pro vide scholarship aid to worthy students, with preference given to attending m e m b e r s of the First Reformed Church of Rochester, N e w York, and the Classis of Rochester, N e w York. T H E A R T H U R J O H N T E R K E U R S T P S Y C H O L O G Y S C H O L A R S H I P — A fund es tablished by Ruth Laug Ter Keurst as a memorial to her husband. Dr. Arthur John Ter Keurst. This scholarship is awarded at the conclusion of the junior year to a student majoring in psychology w h o has a distinguished academic record, financial need, and in the opinion of the faculty in the Department of Psychology, shows promise of a distinguished career in psychology. A L B E R T H. A N D E S T H E R D. T I M M E R S C H O L A R S H I P — Financial aid will be given to deserving students. This fund is m a d e possible by the family of Albert H. Timmer, w h o faithfully served H o p e College for over 40 years in the role of professor, ad ministrator and coach. T H E E D M U N D B. T W E D D L E S C H O L A R S H I P F U N D — A fund established by Tweddle Litho C o m p a n y in honor of its founder, E d m u n d B. Tweedle, to provide scholar ship assistance to deserving students, with preference given to students majoring in business or finance. J O H N W. T Y S S E M E M O R I A L F U N D — Established in m e m o r y of the Rev. John W. Tysse, H o p e alumnus and Reformed Church pastor, this fund recognizes the con tribution of small churches and their ministers to H o p e College and the denomina tion and provides aid to students from smaller congregations on the basis of finan cial need and evidence of potential. K A T H R Y N V A N D E N B E L T S C H O L A R S H I P — Aid to a worthy student given in m e m o r y of Kathryn VandenBelt from the estate of her son, Donald VandenBelt. G E O R G E H. A N D H E L E N H. V A N D E R B O R G H F U N D — A fund to provide financial assistance to students of high respect and reputation. Established by George H. Vanderborgh, alumnus and trustee, and his wife Helen. ELISABETH K A Y V A N D E R L U G T A N D J O H N DAVID T E R P S T R A S C H O L A R S H I P F U N D — A fund to provide scholarships for worthy students w h o s e heritage and in terest relate to our historic Reformed Church tradition. Given by Dr. and Mrs. William Vander Lugt in m e m o r y of their daughter, Elisabeth Kay, and Mr. and Mrs. William Terpstra in m e m o r y of their son, John David. J O H N M. A N D C O R I N N E V A N D E R M E U L E N S C H O L A R S H I P — A fund for deserv ing students, given by the Rev. and Mrs. John M. Vandermeulen. M A T T H E W J A M E S V A N D E R W E L M E M O R I A L S C H O L A R S H I P — A fund to provide aid to worthy students, with preference given to students demonstrating leadership ability and promise of service to others.

VIRGINIA V A N D E W A T E R M E M O R I A L S C H O L A R S H I P — A fund established by the Randall VandeWater family in m e m o r y of Virginia VandeWater. This endovyed scholarship is to be used to assist worthy female students majoring in physical education. K A T H R Y N V A N G R O U W S C H O L A R S H I P — A fund to provide scholarship aid for a needy student w h o is preparing for full-time church work. J A M E S G. A N D B E R T H A V A N K E U L E N S C H O L A R S H I P F U N D — A fund awarded each year to worthy and needy students pursuing a career in medicine, with preference given to those students desiring to enter the medical missionary field. Given by Mrs. Bertha V a n Keulen,former Holland resident and friend of the College. O L I N C. V A N L A R E S C H O L A R S H I P — A fund to provide scholarship aid for worthy students with first preference given to Holland High School graduates pursuing the study of literature. Funded through the estate of Olin C. V a n Lare, a 1937 H ope graduate. T H E A L B E R T U S C. V A N R A A L T E M E M O R I A L S C H O L A R S H I P F U N D — This fund w a s established by the Board of Trustees of H o p e College to honor the founder of H o p e College, the Reverend Albertus C. V a n Raalte, and to memorialize the visit of Her Majesty Q u e e n Beatrix and His Royal Highness Prince Claus of The Netherlands to H ope College in June 1982. First preference in awarding these scholarships isgiven to junior and seniors w h o have an interest in T h e Netherlands-America Studies. T H E E V A V A N S C H A A C K E N D O W E D S C H O L A R S H I P F U N D — A fund established in m e m o r y of Dr. Eva V a n Schaack, Professor of Biology at H o p e College from 1957-1969. To be awarded to a deserving student majoring in biology. G O R D O N J. A N D M A R G A R E T V A N W Y L E N S C H O L A R S H I P — A fund for deserv ing students. Established by the faculty, staff and friends of H o p e College in recogni tion of their dedicated service to the College community. F R A N C E S H. V A N Z A N D T S C H O L A R S H I P — A fund to provide a scholarship for a worthy student preparing for the Christian ministry. G. J O H N V A N Z O E R E N S C H O L A R S H I P — A fund to provide scholarship aid for wor thy students. T H E R A Y M O N D C. A N D A L I C E S. V A N Z O E R E N S C H O L A R S H I P — A fund for de 312 serving students, with preference given to those students majoring in music. T H E J A M E S T. V E N E K L A S E N S C H O L A R S H I P — This scholarship is awarded an nually to a student w h o demonstrates excellence in Christian leadership. This en d o w e d fund w a s established in 1974 by Mrs. A n n S. Veneklasen in loving m e m o r y of her husband, J a m e s T. Veneklasen. A M E V E N N E M A S C H O L A R S H I P — A fund to provide financial assistance to capable and needy students. Given by Florence V. Lichte in m e m o r y of her father, fourth Hope College president, 1911-1918. J O H N J. A N D IRENE V E R B E E K S C H O L A R S H I P — A fund established by a bequest from Professor and Mrs. John J. Ver Beek to provide financial assistance to deserv ing students. Professor Ver Beek served as a faculty m e m b e r in the Department of Education at H o p e College from 1950 to 1971. Mrs. Ver Beek w a s a librarian at the College from 1950 to 1964. L A W R E N C E W. V E R S L U I S A N D K A T H R Y N M I D D L E B U S H V E R S L U I S S C H O L A R SHIP F U N D — A fund to be used for worthy and needy students majoring in science. DR. A N D M R S . A. L I V I N G S T O N W A R N S H U I S S C H O L A R S H I P — A fund estab lished through the generosity of Dr. and Mrs. A. Livingston Warnshuis. Dr. Warnshuis, a graduate of H o p e College in 1897, had a distinguished career as a missionary to China, mission executive, and church leader. Income from this fund is used to pro vide scholarship assistance to deserving students, with first preference being given to students w h o are children of pastors and of missionaries in the Reformed Church of America or w h o are preparing for the Christian ministry.

W I N I F R E D W A S H B U R N S C H O L A R S H I P F U N D — A scholarship to provide aid for worthy students, with preference given to those pursuing music. Funded through the estate of Winifred Washburn. T H E W I L L I A M J. W E S T V E E R S C H O L A R S H I P F U N D — A fund to provide scholar ship aid for worthy students facing financial need. Established by M a u d G. Westveer, Willard M. Westveer and Mrs. Henry Steffens. K A T H L E E N A N N W H I T E ’76 M E M O R I A L S C H O L A R S H I P — A fund to provide scholarship aid to a promising junior or senior physical education major, preferably a young w o man. T H E N E L L E. W I C H E R S N U R S I N G S C H O L A R S H I P F U N D — A fund to provide scholarship aid to worthy students preparing for the nursing profession. T H E H E R M A N J. W I N D O L P H M E M O R I A L S C H O L A R S H I P — A n endowed scholar ship fund to provide scholarships for outstanding students majoring in engineering or science. Established by Mrs. Mary A Windolph as a memorial to her husband, Mr. H e r m a n J. Windolph, a distinguished engineer and industrialist. J O H N G A R R E T T A N D A N N A W I N T E R S C H O L A R S H I P F U N D — A fund to provide scholarship aid to worthy students in the Classics established in m e m o r y of Dr. John GarrettWinter, Professor of Classics at the University of Michigan, and his wife, A n na, H o p e '02. J O H N D. W I T Z E L S C H O L A R S H I P — A fund to provide aid to worthy students. Established in m e m o r y of Mr. John D. Witzel. H E L E N S P R I E T S M A W O L F M E M O R I A L F U N D — A scholarship fund to be used for worthy students, with preference given to those students demonstrating interest and excellence in either remedial reading or personnel m a n a g e m e n t work. F L O R E N C E U. A N D H A R V E Y J. W O L T M A N S C H O L A R S H I P — A fund for deserv ing students. W O M E N ’S L E A G U E S C H O L A R S H I P F U N D — A fund established by the W o m e n ’s League for H o p e College to provide scholarships for needy students from the R e formed Church in America. T H E C L A R A E. Y N T E M A S C H O L A R S H I P F U N D — A scholarship fund established through the generosity of Clara E. Yntema, ’16, a distinguished teacher of Latin in 313 the public schools of Grand Rapids. Preference in awarding these scholarships is given to students majoring in language study.

Departmental Endowed Scholarships These are similar to the preceding E n d o w e d Scholarship funds, except that the re cipients are selected by individual departments. T H E J A E C K E R C H E M I S T R Y S C H O L A R S H I P — Established by the Harry C. Jaecker, J r.family, this e n d o w e d scholarship is to be used to assist worthy students as designated by H o p e College. R E L I G I O N S C H O L A R S H I P A N D E N D O W M E N T F U N D — A fund administered by the Religion Department foi;the awarding of scholarships, teaching fellowships and Biblical research grants to superior students contemplating church vocations. H E R R E L G E O R G E T H O M A S M E M O R I A L S C H O L A R S H I P — A fund to provide an annual $1,000 scholarship to assist a H o p e student majoring in Art. The award is m a d e to a student with a particular interest in Early American art whenever possible. A L V I N W. V A N D E R B U S H S T U D E N T A T H L E T E A W A R D — A fund established in honor of Alvin W. Vanderbush, Class of 1929, w h o served his alma mater for twentyseven years as a teacher and football coach. Awarded each year to an upperclassman w h o has demonstrated both academic and athletic competence.

C L A R E N C E V A N E S S C H R I S T I A N E D U C A T I O N E N D O W M E N T F U N D — A fund established by Clarence V a n Ess to provide annual awards to superior students pre paring for the Christian ministry. T h e fund is administered and selections m a d e by the Religion Department.

Annually Funded Scholarships These scholarships are similar to E n d o w e d Scholarships, except that they are awarded on the basis of funds received annually. Further information on annuallyfunded scholarships is available from the College Development office. G E O R G E F. B A K E R S C H O L A R S H I P S — Awards to students entering the Junior year at H o p e whose academic record and character reveal promise of future leader ship. A majority of the scholarship holders will be students w h o plan to m a k e construc tive business activity their lifework. The amount of the stipend isdetermined by finan cial need, but honorary awards m a y be m a d e on the basis of leadership qualities alone. T H E B R A N C H S C H O L A R S H I P F U N D — This fund is for students w h o display academic ability, financial need, and above all a sense of purpose and direction in their Christian faith regardless of their career. Given by Branch Capital Management. B R O O K V I L L E R E F O R M E D C H U R C H , G L E N H E A D , N E W Y O R K — A n annual award to a deserving student. C L A S S I C A L B O A R D O F B E N E V O L E N C E S C H O L A R S H I P S — The Classical Board of Benevolence, Reformed Church in America, w a s organized to assist young m e n and w o m e n in preparation for definite Christian work in the Reformed Church in America. Those interested should write for information on available scholarships, to the Secretary of the Classical Board of Benevolence, in care of H o p e College, Holland, Michigan. 314 F O U R - W A Y T E S T S C H O L A R S H I P F U N D — A n annual award from the Christian Worker’s Foundation to a student active in Christian activities as indicated by the four w a y test. T H E M A R B L E M E N ’S L E A G U E F O U N D A T I O N — Awards available to selected students of high ability and dedication to life purposes consistent with the goals of the Reformed Church in America. The following awards are given— Austin H. A r m strong Memorial Scholarship, John G. Phillips Scholarship, A n n e and Samuel Tay lor Memorial Scholarship, Roderick MacKenzie Memorial Scholarship, H. Allen Lochner Memorial Scholarship, Willard L. Burbank Memorial Scholarship, Dr. Stanert L. Dransfield Scholarship, Stella M. Grace Scholarship and N o r m a n Vincent Peale Scholarship. R A L P H W. M A C L A C H L A N A N D J O H N D. W I T Z E L S C H O L A R S H I P — Aid to wor thy students given in m e m o r y of Ralph W. MacLachlan and John D. Witzel by the Lee N. and Grace Q. Vedder Foundation. T H E N A L C O F O U N D A T I O N — A n annual award to chemistry majors with preference to those from Illinois. A M O S N O R D M A N F O U N D A T I O N — Assistance for young people studying at Hope College. T H E T. 0. R I C H A R D S O N S C H O L A R S H I P — A fund established by Kurt Van Genderen to recognize T h o m a s O. Richardson, a friend and business colleague, and to provide annual financial aid to deserving students, with preference given to students planning to pursue careers in business.

H E R B E R T A N D JULIA V A N W Y K S C H O L A R S H I P — Awarded annually to a student entering the junior or senior year who s e academic record, character, and leadership qualities are of high caliber. Given in honor of Dr. Herbert S. V a n W y k and Julia Walvoord V a n Wyk. W O M E N ’S G U I L D — M I D D L E C O L L E G I A T E C H U R C H — A fund for a worthy stu dent in m e m o r y of Miss Janna H. Schafer.

E N D O W E D SNSTBTUTIONAL L O A N F U N D S T H E B I N G C R O S B Y L O A N F U N D — This is a loan program established by the Trustees of the Bing Crosby Youth Fund for deserving students w h o are in need of financial assistance to complete their education. The m o n e y is to be loaned to stu dents having satisfactorily completed their freshman year. H O P E C O L L E G E L O A N F U N D — This fund w a s established by the College for de serving students in need of financial assistance. T H E F L O Y D L O N G L O A N F U N D — This institutionally operated loan program w a s established to help meet the educational expenses of H o p e students w h o d e m o n strate financial need and s h o w academic promise. N O Y E S L O A N F U N D — This fund w a s created by the Jessie Smith Noyes Founda tion for deserving students in need of loan assistance. S K I L L M A N L O A N F U N D — This fund w a s created by the Skillman Foundation for deserving students in need of loan assistance. T H E H E N R Y S T R O N G E D U C A T I O N A L F O U N D A T I O N — Provides funds to under graduate Juniors and Seniors. Interest at the rate of 5 % begins to accrue at gradua tion and repayment is at a specified rate covering a period of four years after graduation. M A R Y V A N K A M P E N M E M O R I A L L O A N F U N D — This institutionally operated loan program w a s established to assist students in need of funds to purchase textbooks. T h e m o n e y is to be loaned without interest for a m a x i m u m period of one year. This short-term loan program is limited to students w h o demonstrate financial need and the ability to repay the loan from c a m p u s or s u m m e r employment. J A N E T A L B E R S Y O N K M A N L O A N F U N D — This fund isto be a Student Loan Fund, all loans to be m a d e to students who s e scholarship record and potential suggests that they will pursue successful academic careers at and be graduated from H o p e College. Primary consideration will be given to music students, but the fund is open to application by all interested students. Loans will be m a d e to worthy, deserving, and responsible students w h o have given evidence of leadership potential and w h o have financial need.

HONORS AND AWARDS Each year the faculty honors those students wh o s e academic careers are marked by high achievement. T h e following honors and awards, in addition to several m e n tioned on preceding pages, are a m o n g those presented. S U S A N ALLIE P H Y S I C A L E D U C A T I O N A W A R D — A cash award to be presented to a female departmental major who s e overall performance is adjudged by the staff to be the most outstanding and to best represent the high standards set by the late Susan Allie. In addition, the recipient’s n a m e will be inscribed on a plaque in the D o w Health and Physical Education Center. This award w a s established by family and friends in m e m o r y of Susan Allie, H o p e class of 1981. A M E R I C A N BIBLE S O C I E T Y B O O K A W A R D — A book award given by the American Bible Society to a deserving student who, in the judgment of the religion department faculty, is a superior student and w h o will utilize the book in future study. A L F R E D S. A N D R E W S A W A R D F O R O U T S T A N D I N G A C C O U N T I N G S T U D E N T S

— A cash award, which is a gift from Mr. and Mrs. Alfred S. Andrews, to be used as an award to outstanding accounting students, as selected by the faculty of the D e partment of Economics and Business Administration. A N A L Y T I C A L C H E M I S T R Y A W A R D — A n award to the students who, in the estima tion of the Chemistry Department, exhibited outstanding performance as a Junior chemistry student. T h e award is a fifteen-month subscription to the Journal of AnalyticalChemistrypresented by the American Chemical Society.

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A N C I E N T M Y S T I C O R D E R O F T H E T R I L O B I T E — A n award given to the freshman student who, in the judgment of the geology faculty, s h o w the most potential of be ing successful professional geologists. A T H L E T I C S E N I O R B L A N K E T A W A R D S — Award blankets are presented to those senior athletes w h o have earned at least three varsity letter awards at H o p e College. O n e of the three must have been received during the athlete’s senior year. T h e let ters need not necessarily have been w o n in a single sport.

— A book award presented to students selected by the biology faculty, on the basis of outstanding performance in introductory biology. G E O R G E B I R K H O F F E N G L I S H PRIZE — A cash prize founded by the Honorable George R. Birkhoff, Jr., to promote study of the English literature and language. P E T E R B O L A W A R D — A cash award given to the upperclass student w h o in the estimation of the Personnel Deans and Counseling Staff has m a d e outstanding con tribution in counseling and helping underclass students and w h o gives promise of a career of service to youth. ' T H E L A U R A ALICE B O Y D M E M O R I A L A W A R D IN G E R M A N — A cash award to the senior G e r m a n major who s e interest and achievement in the G e r m a n language and literature has been most significant. G R A C E M A R G U E R I T E B R O W I N G S C H O L A R S H I P IN V O I C E — Awarded each year to the Junior or Senior music student who, in the opinion of the Music Faculty, has proved himself worthy of such a scholarship under the following conditions: a. H e has been in residence at H o p e College for one year. b. H e maintains a good general academic record during the year the scholar ship is granted and does superior work in his applied music field. Failure to do so m e a n s immediate termination of the scholarship. T h e scholarship is for one thirty-minute lesson per w e e k throughout the year. A stu dent m a y receive the scholarship for one year only. BIOLOGY B O O K A W A R D

T H E R O B E R T W. C A V A N A U G H S E N I O R M U S I C A W A R D — A book and cash award to that music major in the senior class who, in the judgment of the music faculty, has demonstrated unusual interest and achievement, and has contributed significantly to the music program. Established in recognition of Robert W. Cavanaugh’s contribu tion to the music department of H o p e College and his Christian commitment by his family, former students, and friends. J. A C K E R M A N C O L E S A W A R D F O R S C H O L A R S H I P IN C O M M U N I C A T I O N S T U D I E S — Awarded to the students w h o have demonstrated continuing interest and excellence in communication studies. C O M P U T E R S C I E N C E S E N I O R PRI Z E — A book prize donated by the Computer Science faculty and awarded to the graduating senior chosen by the faculty as the outstanding student in Computer Science. D E L T A O M I C R O N S C H O L A R S H I P A W A R D — A n award for outstanding musician ship and outstanding scholarship presented by the alumni of Zeta Alpha Chapter. (This is not an annual award.) D E L T A PHI A L P H A B O O K PR I Z E — Delta Phi Alpha, the honorary G e r m a n frater nity, presents annually book prizes to the students in G e r m a n w h o have been chosen for this honor by the m e m b e r s of the G e r m a n Department. M A R G A R E T O T T E D E V E L D E R PR I Z E — A cash award to the junior student who, in the judgment of the political science faculty, has demonstrated unusual interest and promise in political science. R A Y D E Y O U N G H I S T O R Y PR I Z E — A cash award to the senior student who s e in terest, achievement, and promise in history, as indicated by his academic record and a significant piece of historical research, most merit the award. E.l. du P O N T A W A R D F O R U N D E R G R A D U A T E R E S E A R C H IN C H E M I S T R Y — A cash award to the student w h o has done the most outstanding research in chemistry. W I L L I A M B. E E R D M A N S P O E T R Y PRI Z E — A cash award for the best creative writing done in poetry during the current year. W I L L I A M B. E E R D M A N S P R O S E P R I Z E — A cash award forthe best creative writing done in prose during the current year. E T A S I G M A PHI B O O K P R I Z E — A n award presented to a graduating senior w h o is a m e m b e r of this national honorary Classical society and w h o has achieved distinc tion in advanced study in either of the Classical languages. F R E S H M A N C H E M I S T R Y B O O K A W A R D — Presented to the freshman student who, in the estimation of the chemistry faculty, has demonstrated outstanding per formance in chemistry. The award isthe Handbook of Physics and Chemistry donated by the Chemical Rubber Publishing Company. F R E S H M A N M U S I C A W A R D S — Given each year to entering freshmen in the ap plied music fields of piano, voice, instrument and organ. Awards are given on the basis of audition by m e a n s of a tape recording. Audition tapes must be submitted by March 15. Additional information can be secured by writing to the head of the Music Depart ment. T H E B A R B A R A E. G E E T I N G M E M O R I A L A W A R D IN G E R M A N — T h e Barbara E. Geeting Memorial Award in G e r m a n w a s established in 1978 to honor the m e m o r y of Barbara E. Geeting, a 1978 graduate in German, w h o w a s killed in a tragic acci-

dent with her grandparents shortly after graduation. This award is granted to a grad uating senior w h o has achieved distinction in German. A L M O N T. G O D F R E Y PRIZE IN C H E M I S T R Y — A cash award to the senior student chosen the outstanding student in chemistry. T H E J E A N E T T E G U S T A F S O N M E M O R I A L G IFT — A n award to the most deserv ing graduating student of the Psychology-Sociology Major Program, chosen on the following basis; ability to demonstrate academic achievement, voluntary involvement in organizations aimed at aiding the community and/or the College, and promise for significant contribution to the helping professions. T H E S T A N L E Y H A R R I N G T O N A R T S C H O L A R S H I P — Awarded to a promising m a jor in the Art Department, and is intended for the purpose of research materials. The Stanley Harrington Art Scholarship is established by friends, students and family in m e m o r y of Mr. Harrington, a professor in the Art Department of H o p e College from 1964 to 1968. T H E H O L L A N D A R E A A R T S C O U N C I L S C H O L A R S H I P — A cash award given to a promising major in the Art Department. The Holland Council for the Arts is founded for the purpose of sponsoring and encouraging cultural and educational activities in the Holland and surrounding areas. J U N I O R - S E N I O R I N S T R U M E N T A L S C H O L A R S H I P — A prize of one instrumen tal lesson per w e e k for one year awarded by the Music Department to the junior or senior w h o is a music major and has spent at least one year of resident study in the Music Department. T h e award is given to the junior or senior who, in the judgment of the department, best qualifies on the basis of talent and potentialities. M A R G U E R I T E E. K I N K E M A S P E C I A L E D U C A T I O N A W A R D — A plaque awarded to the senior special education major who, in the judgment of a faculty committee, gives promise of making the most significant contribution to the teaching of handi capped children. T H E A L L A N C. K I N N E Y M E M O R I A L F U N D — Provides an annual cash award to the outstanding graduating senior majoring in economics or business administration. 318 T h e winner will be selected by the faculty m e m b e r s teaching in these areas on the basis of scholarship, contribution to c a m p u s lifeand promise of an outstanding career. T H E J O H N H. K L E I N H E K S E L M A T H E M A T I C S A W A R D — This award is presented to the freshman or sophomore student w h o demonstrates outstanding ability in soph omore level mathematics courses and shows promise for future work in mathematics. T h e prize is a one-year membership in the Mathematical Association of America which .includes the subscription to two mathematical journals. T H E R U S S E L L J. K R A A Y A W A R D IN C O M P U T E R S C I E N C E — Annual cash awards funded by Dr. Russell J. Kraay and given to two sophomore or junior students who, in the judgement of the Computer Science faculty, have demonstrated excellence in the field of Computer Science. T H E C H A R L E S E. L A K E M E M O R I A L PRI Z E IN P H I L O S O P H Y — A cash award to that philosophy major in the senior class judged by the Department to be most de serving. Established in recognition of Charles Lake’s scholarly abilities, character and Christian commitment by his family, friends, and the First Reformed Church of Three Oaks, Michigan.

T H E C H A R L E S E. L A K E M E M O R I A L PRI Z E ON M O D E R N P H I L O S O P H Y - A cash award to that m e m b e r of the Freshman or S o p h o m o r e class judged by the depart ment to have done the best work in modern philosophy. Established in recognition of Charles Lake’s scholarly abilities, character, and Christian commitment by his fami ly, friends, and the First Reformed Church of Three Oaks, Michigan. A L B E R T E. L A M P E N M A T H E M A T I C S P R I Z E — A cash award to the senior student chosen the outstanding student in mathematics. R O B E R T L. M E L K A M E M O R I A L A W A R D — A cash prize awarded annually to a freshman or sophomore for an essay in European history that isjudged superior by the department of history. M I C H I G A N I N S T I T U T E O F C H E M I S T S A W A R D - Statewide recognition of the senior student who, in the estimation of the chemistry faculty, has exhibited diligence in study and research projects, helpfulness in the instructional laboratories, and in terest in chemistry for his/her four years at H o p e College. Awardees are recognized at a banquet sponsored by the Michigan Institute of Chemists. T H E M I L E S A W A R D IN L A W — A n annual cash award established by Judge Wendell A. Miles in honor of his father. Judge Fred T h o m a s Miles, presented to a senior stu dent whose promise in the study of L a w isjudged superior by the faculty of the depart ment of history. H E R M A N M I L L E R A R T A W A R D — A cash award given to a senior most deserving of recognition and encouragement for creative work in the field of visual arts. T H E M A B E L N I E N H U I S A W A R D IN A P P L I E D M U S I C — A n award in applied music given to three music majors, w h o at the close of their freshman year receive the highest rating in their jury examinations. O n e award each will be given in the areas of keyboard, voice, and instrumental music to be used for the applied music fees dur ing the sophomore year. T H E L I N D A D. P A L M E R M E M O R I A L A W A R D IN F R E N C H — A n award, in the m e m o r y of Dr. LindaD. Palmer, Assistant Professor of French, 1966-1971, to the stu dent who, having studied in a French-speaking country, demonstrates the greatest promise of excellence in the teaching of French. P A T T E R S O N M E M O R I A L PRI Z E IN B I O L O G Y — A cash award to a superior student^with a major interest in biology, w h o m the H o p e College faculty d e e m s most PHI A L P H A T H E T A F R E S H M A N B O O K A W A R D — A book prize awarded to the freshman student who, in the opinion of the faculty, shows the greatest promise in PHI A L P H A T H E T A S O P H O M O R E B O O K A W A R D — A book prize awarded to the sojjhomore student who, in the opinion of the faculty shows the greatest promise in T H E G E N E R A L P H Y S I C S B O O K A W A R D — Presented to a student in Physics 122 and a student in Physics 132 who, in the estimation of the physics faculty, have demonstrated outstanding performance in General Physics. P I E T E N P O L PRI Z E — A cash award to the senior student w h o gives promise of greatest success in the Christian ministry. P O S T J E W E L R Y M U S I C A W A R D S — Gold keys to senior m e m b e r s of the Chapel Choir w h o have been active m e m b e r s for at least three years and have done outstand ing service. T H E M A R G U E R I T E P R I N S F R E N C H A W A R D — A cash award to the senior wh o s e interest and achievement in the study of the French Language and Literature has been the most significant.

M A R T I N N. R A L P H A W A R D IN S P A N I S H — A cash award to the junior or senior whose achievement in the Spanish language and literature has been most significant. A.A. R A V E N P R I Z E S IN C O M M U N I C A T I O N — Awarded to the student w h o best demonstrates excellence in communication through leadership and/or the effective presentation of issues of public significance. M E T T A J. R O S S H I S T O R Y PRI Z E — A cash award to the junior student w h o s e in terest, achievement, and promise in history, as indicated by academic record and career plans, in the judgment of the history faculty, most merits recognition. T H E J O H N S C H O U T E N A W A R D — A n award given by his daughter, Bess Schouten, in m e m o r y of “Jack” Schouten w h o w a s a long-time physicai educator and H o p e ’s first athletic director. The award is presented annually to a w o m a n athlete in the senior class, who, in the estimation of the athletic staff and the physical education depart ment faculty, has been one of the top athletes in the w o m e n ’s athletic program and has been an able and conscientious student during her years at H o p e College. The recipient of this award must not only be an outstanding athlete, but must also possess other strong character traits. Ideally, she must deomonstrate competent leadership within the teams on which she has participated. The award is an octagon pewter plate with the bronze H o p e College creast implanted in the center. S A N D R E N E S C H U T T A W A R D F O R P R O F I C I E N C Y IN L I T E R A T U R E — A cash award to be presented to the senior w h o has shown outstanding proficiency in English Literature and w h o expresses the intention of entering the profession of teaching English Literature. S E N I O R BIBLICAL A W A R D S — Cash awards to senior students w h o have exhibited superior ability in the field of Biblical study. S I G M A XI A W A R D — The Sigma Xi awards are given in recognition of the indepen dent initiative sho w n by the student, the accomplishment of a noteworthy contribu tion to research in the sciences while at H o p e College, and for showing promise of continuing research contributions in the future. S L O A N - S T E G E M A N A W A R D — A cash award to a senior student w h o displays 320 promise of greatest success in the field of Christian world missions. S O P H O M O R E B O O K A W A R D T O T H E O U T S T A N D I N G S T U D E N T IN O R G A N I C C H E M I S T R Y — Presented to the student who, in the estimation of the chemistry faculty, has demonstrated outstanding performance in organic chemistry. The prize is the Merck Indexdonated by Merck and Company, Incorporated. S O U T H L A N D A W A R D F O R W O M E N — A gold medal to the senior who, in the judg ment of a faculty committee, has maintained the highest standard of scholarship in several fields, character, and usefulness during the four years of her college course. T H E M I N E R S T E G E N G A A W A R D — A n award in m e m o r y of the Reverend Miner Stegenga, which consists of a plaque inscribed and presented annually to a studentathlete in the junior or senior class selected by the Athletic staff and the Faculty Cornmittee on Athletics. T h e recipient must s h o w leadership in c a m p u s Christian activi ty demonstrate athletic ability in a college sponsored sport, and be that studentathlete who, in the opinion of the committee, best exemplifies Miner Stegenga’s deep love of sports, and his deeper love and Christian concern for those w h o played— on both sides. C H R I S T O P H E R J A M E S S T R I N G E R M E M O R I A L A W A R D — A cash award to a de serving junior or senior selected by the psychology department staff as showing prom ise of becoming an outstanding psychology student. T H E A T R E D E P A R T M E N T A W A R D S — T h e Theatre Department Awards, cash awards of $50, are presented to the students in the Freshman, Sophomore and Junior

classes, w h o in the judgment of the theatre faculty, have shown the greatest promise artistically, academically, and in the terms of participation in the department’s cocurricular program. T H E A T R E D E P A R T M E N T S E N I O R PRIZE — The Theatre Department Senior Prize is awarded to seniors w h o in the judgment of the theatre faculty have demonstrated the highest achievement academically, artistically, and in theatre craftsmanship dur ing their undergraduate career. T H E W I L L I A M A N D M A B E L V A N D E R B I L T , SR. F A M I L Y A W A R D - A n award established by Mrs. Mabel Vanderbilt Felton in m e m o r y of William Vanderbilt, Sr. It is awarded annually to students majoring in Physical Education and Recreation, w h o in the judgment of the faculty in this department, contributed outstanding service to others. O T T O V A N D E R V E L D E A L L C A M P U S A W A R D — A gold medal to the senior m a n chosen for his outstanding contribution to the college in athletics, scholarship and participation in student activities. J O H N R I C H A R D V A N D E R W I L T A W A R D — A cash award to a deserving student who, in the judgment of the religion faculty, gives promise of a dedicated service as a minister or missionary. T H E M I R I A M J O Y C E V A N E Y L A W A R D — Is a golden pendant or tie pin presented annually to the graduating H o p e College nursing student who, in the opinion of the nursing faculty and nursing seniors, has best demonstrated the integration of knowledge and professional competency with timely and genuinely caring responses to the psychological, spiritual and social needs of patients and their families. T H E J A M E S D Y K E V A N P U T T E N P O L I T I C A L S C I E N C E PRI Z E — A cash award to be given to the graduating senior w h o has excelled in the classroom and, in the judg ment of the political science faculty, possesses those qualities of character and per sonality which give promise of a useful career in public service. The award is n a m e d after the first chairman of the political science department, w h o w a s a fine scholar and a United States Diplomat. T H E W A L L S T R E E T J O U R N A L A W A R D — T h e Wall Street Journal Student Achievement Award of a one-year subscription to the Journal and an individual medallion is presented to the student selected by the business administration. D O N A L D W E E N E R M E M O R I A L A W A R D — A fund to provide piano scholarships in the music department for deserving students. Funded by friends and family in lov ing m e m o r y of Donald Weener. . T H E E G B E R T W I N T E R E D U C A T I O N A W A R D S — Cash prizes to the young m a n and young w o m a n in the senior class w h o give promise of making the most significant contributions in the field of teaching. T H E E D W A R D J. W O L T E R S C L A S S I C S A W A R D — The Edward J. Wolters Classics Award has been established in honor of Professor Edward J. Wolters, Professor Emeritus of Latin and Chairman of Classical Languages for nearly 40 years, until his retirement in 1966. This award isgiven to a student with an outstanding record of per formance in advanced Latin classes or in classical studies. D O U W E B. Y N T E M A PRI Z E — A cash award to the senior student w h o has been chosen the outstanding student in physics.

ASSISTANTSHIPS C H E M I S T R Y A S S I S T A N T S H I P S — A n umber of chemistry faculty m e m b e r s have available research assistantships for students to support part-time research during the academic year and full-time research during the summer.

F R E N C H S C H O L A R S H I P A S S I S T A N T S H I P — Awarded each year to a qualified native speaker of French. T h e awardee receives a waiver of tuition, cultural affairs, room and board fees in return for work as a native assistant in the Department of For eign Languages and Literatures. G E R M A N S C H O L A R S H I P A S S I S T A N T S H I P — Awarded each year to a qualified native speaker of German. T h e awardee receives a waiver of tuition, cultural affairs, room and board fees in return for work as a native assistant in the Department of For eign Languages and Literatures. P H Y S I C S A S S I S T A N T S H I P S — Full-time s u m m e r research assistantships are available to students on the basis of ability. S P A N I S H S C H O L A R S H I P A S S I S T A N T S H I P S — Awarded each year to a qualified native speaker of Spanish. The awardee receives a waiver of tuition, cultural affairs, room and board fees in return for work as a native assistant in the Department of Foreign Languages and Literatures.

GRADUATE FELLOWSHIPS U N I V E R S I T Y O F M I C H I G A N G R A D U A T E F E L L O W S H I P — The University of Mich igan has established fellowships which are awarded annually to a selected number of colleges in Michigan. The faculty of H o p e College nominates an outstanding m e m b e r of the graduating class to be the recipient of this fellowship award for graduate study at the University of Michigan. UNIVERSITY O F MICHIGAN G R A D U A T E S C H O O L O F BUSINESS S C H O L A R SHIP — H o p e College annually nominates an outstanding m e m b e r of the graduating class to be the recipient of this scholarship award for graduate study in the School of Business Administration at the University of Michigan.

FellowshipNominatioRS M I C H I G A N C O L L E G E S C H O L A R S H I P — H o p e College annually nominates an out standing m e m b e r of the graduating class to be the recipient of this scholarship award for graduate study in the School of Business Administration at the University of Mich322 igan.

¥ m m Specified gifts to the College are used to establish endowed funds for the enrichment of faculty and staff. The College believes itis important that funds be m a d e available for the continued personal growth of faculty and staff. These opportunities are essen tial for maintaining quality education at Hope. Income from these funds is used for individual enrichment and research, e n d o w e d lectureships and departmental programs.

E m d o w e d Firofsssoirshops E V E R T J. A N D H A T T O E E. B L E K K I N K P R O F E S S O R S H I P — A n E n d o w e d Chair, created from the bequest of the late Victor and Ruth Blekkink in honor of their parents to provide financial support for a m e m b e r of the faculty w h o is selected on the basis of a distinguished record as an outstanding teacher, recognized scholarly contribu tions, and significant contributions to the overall mission of the college. T h e chair is open to faculty m e m b e r s in the Departments of Education and Reiigion. P E T E R C. A N D E M A J E A N C O O K E N D O W E D P R O F E S S O R S H I P — A n E n d o w e d , Chair established by Peter C. and Emajean C o o k to provide financial support for a faculty m e m b e r w h o has an established record of excellence as a Christian scholar, as evidenced by effectiveness in teaching, a record of scholarship, a Christian life marked by a meaningful integration of faith and practice, and w h o subscribes to the concept and principle of the free enterprise system. D O R O T H Y W I L E Y D e L O N G P R O F E S S O R S H I P IN D A N C E — A n E n d o w e d Chair in honor of Dorothy Wiley D e Long established by Mr. and Mrs. William P. D e Long, their children. Dr. and Mrs. Jack D e Long and Mr. and Mrs. Ted D e Long; and friends and associates of Mrs. D e Long. Dorothy Wiley D e Long w a s actively involved in dance throughout her life, and w a s a leader in introducing dance to the community and to H ope College. This Chair is held by a faculty m e m b e r in the Dance Department. K E N N E T H G. H E R R I C K E N D O W E D P R O F E S S O R S H I P — A n E n d o w e d Chair, 323 established in 1981, and n a m e d in honor of Mr. Kenneth G. Herrick, President of the Herrick Foundation and Chairman of the Board of Trustees of Tec u m s e h Products, Inc.,in recognition of and appreciation for his generous support of H ope College. This Chair is held by a faculty m e m b e r in one of the following Departments: Biology, Chemistry, Computer Science, Economics and Business Administration, Geology, Mathematics, or Physics. DRS. E D W A R D A. A N D E L I Z A B E T H H O F M A E N D O W E D P R O F E S S O R S H I P — An E n d o w e d Chair, established by the Board of Trustees of the Drs. Edward A. and Elizabeth Hof m a Trust, to be held by a faculty m e m b e r w h o has a major responsibility for the instruction of pre-medical students. Normally, this will be a m e m b e r of the Biology Department or the Chemistry Department. Drs. Edward A. and Elizabeth Hof m a were long-time residents of Grand Haven, Michigan, in which community these doctors served as distinguished and greatly respected physicians. T H E G U Y V A N D E R J A G T E N D O W E D P R O F E S S O R S H I P — This E n d o w e d Chair w a s established by friends of the Honorable G u y Vender Jagt as an expression of their appreciation for his distinguished leadership in the U.S. House of Represen tatives and for his dedication to the ideals and values that have been the inherent strength of our nation. Mr. Vender Jagt, a 1953 graduate of H o p e College and a student leader and distinguished orator while at Hope, has w o n national acclaim as an orator. H e has served in the Congress of the United States since 1966 as Representative of the Ninth

This Chair is held by a distinguished faculty member, preferably one w h o has a special interest in oratory, or the interface between politics and communication. J A M E S M. V E R M E U L E N E N D O W E D P R O F E S S O R S H I P — A n E n d o w e d Chair, established by Roy and A n n e Ver Meulen Ward, H o p e ’53, in honor of Mrs. W a r d ’s father, J a m e s M. Ver Meulen, H o p e ’26, and recipient of the honorary Doctor of Laws degree in 1951. Dr. Ver Meulen served as president and chairman of American Seating Company, as a m e m b e r of the H ope College Board of Trustees, and as chair m a n of the very successful Build H o p e C a mpaign in the 1970’s. In view of Dr. Ver Meulen’s eminent career in business, this Chair is held by a facul ty m e m b e r in the Department of Economics and Business Administration. J O H N D I R K W E R K M A N E N D O W E D P R O F E S S O R S H I P — A n E n d o w e d Chair established by Mary K. W e r k m a n in the n a m e of her husband, John Dirk Workman, a graduate of H o p e College in 1889. This Chair is held by a faculty m e m b e r at H ope College w h o has a distinguished record of achievement as both teacher and scholar.

Faculty Development Funds M R . A N D M R S . C H R I S T I A N B E C K E R F A C U L T Y D E V E L O P M E N T A W A R D — This award is n a m e d in honor of Mr. and Mrs. Christian Becker. This fund is awarded by the College to a person w h o has attained distinction as a scholar and teacher within the field of economic discipline. Given by Mr. and Mrs. Becker’s children. T H E B R O O K S T R A F A C U L T Y D E V E L O P M E N T F U N D — This fund w a s established through the generosity of the family of Dr. Arthur Brookstra, and in special recogni tion of Miss Mardelle Brookstra, a long time employee of H o p e College. T h e income from this fund is used to support the self-renewal offaculty, and can be used for s u m mer grants or any other purpose that isconsistent with the President’s Discretionary Fund for Self-Renewal. M A R J O R I E D E N U Y L S U M M E R G R A N T — A n annual award to a m e m b e r of the music faculty to enable this person to enrich his/her performance and/or teaching ability. A n y faculty m e m b e r within the Department of Music w h o has taught at H ope College for a m i n i m u m of two years is eligible to apply for this grant. T h e final selec tion will be m a d e by the Provost after appropriate consultation with the Chairman of the Music Department and the Faculty Status Committee. T H E S I M O N D E N U Y L A W A R D — The D e n Uyl Fellowship is awarded annually to a m e m b e r of the H o p e College faculty w h o has attained marked distinction in his academic career and w h o proposes a study of considerable scope promising future benefits to the College. Itis n a m e d in honor of Dr. Simon D. D e n Uyl, 19, w h o initiated the Fellowship in 1958 and w h o has m a d e possible its establishment as an annual award. The D e n Uyl Fellow isselected by a faculty committee and the administration and is the highest award given a H o p e teacher by his faculty colleagues. T H E A L B E R T U S P I E T E R S F U N D — N a m e d in honor of Albertus Pieters, College Pastor and Distinguished Professor of Biblical Literature at H o p e in the 1920’s. This fund provides monies for self-renewal and study projects pertaining to teaching courses relating the sciences to the Christian faith. Funds m a y be given to either facul ty members, students or to acquire library resources to accomplish this purpose. R E I M O L D F A C U L T Y S T U D Y A W A R D — The Julie Van Raalte Reimold Award, given in m e m o r y of his mother, by Mr. O.J. Reimold II,is awarded to the m e m b e r of the facul ty whose proposal for s u m m e r research and writing best offers effective expression

of those spiritual and cultural values which motivated the founder of H o p e College, Dr. Albertus C. Van Raalte, and which gives promise of resulting in scholarly or literary publication. M A T T H E W J. A N D A N N E C. W I L S O N F O U N D A T I O N F A C U L T Y D E V E L O P M E N T P R O G R A M — T h e Matthew J .and A n n e C. Wilson Foundation Trust Fund has pro vided a n umber of gifts held as an endowment, the interest from which is used for faculty development and advanced study. The mainstay of the Fund isto encourage full-time m e m b e r s of the faculty to grow as scholarly teachers through s u m m e r study and research. A special committee of faculty and administration determines award recipients annually from applications submitted by the faculty. T H E Y N T E M A F A M I L Y F A C U L T Y D E V E L O P M E N T F U N D — A fund established to recognize the m a n y contributions of Prof, and Mrs. D o u w e B. Y n t e m a and their children to education. Prof. D o u w e Bauke Yntema, a graduate of H o p e in 1876, served as Professor of Chemistry and Physics at H o p e College from 1893 to 1916. Mrs. Mary Elizabeth Loomis Yntema, herself a teacher, w a s known for her dedica tion and love for learning. Their six children, each a graduate of H o p e College, had distinguished academic careers and m a d e outstanding contributions to education. Hessel Edward Y n t e m a ’12 w a s a Rhodes Scholar and Professor of C o m parative L a w at Columbia, Johns Hopkins, Yale, and T h e University of Michigan. Leonard Francis Y ntema ’15 served as Professor of Chemistry and Vice Pres ident for Research at the University of Illinois. Clara Elizabeth Y n t e m a ’16 w a s an outstanding high school teacher of Latin and Mathematics. Theodore Otte Y n t e m a ’21 served as Professor of Economics at the Univer sity of Chicago and later as Vice President for Finance at Ford Motor C o m pany. Dwight Baldwin Y n t e m a ’26 served as Professor of Economics and Business Administration, and Chairman of this Department, at H o p e College. Chester Loomis Y n t e m a ’26 w a s Professor of Anatomy at the State Univer 325 sity of N e w York Upstate Medical Center in Syracuse, N e w York. T h e income from this fund, which w a s provided through the generosity of Dr. Theodore O. Yntema, is designated for faculty development that furthers excellence in scholarship and teaching.

Departmental Discretionary Fuinds T H E C H E M I S T R Y U N D E R G R A D U A T E R E S E A R C H F U N D — A n e n d o w e d fund established to promote undergraduate research in allfields of chemistry. Income from this fund is to be used at the discretion of the faculty of the Chemistry Department for the support of undergraduate research and student research fellowships. T H E C U P E R Y S T U D E N T R E S E A R C H F U N D - A fund established by Dr. Martin E. Cupery, '24, in m e m o r y of his wife, Susanna Ouweneel Cupeiy. Awards from this fund are used to support student research in Biochemistry and Chemistry. M A R G U E R I T E E. K I N K E M A F U N D — A financial resource, administered by the E d ucation Department and used for development of personnel and programs in the field of special education. J O H N H. A N D A N N S. K L E I N H E K S E L F U N D — Given in m e m o r y of John H. Kleinheksel, Professor of Mathematics at H o p e College for m a n y years, and his wife, A n n S. Kleinheksel. Income from this fund is to be used in the operation of the Math ematics Department. Funded from the estate of Frank D. Kleinheksel, for his parents.

F R A N K N. P A T T E R S O N M E M O R I A L F U N D — Established in m e m o r y of Frank,N. Patterson, Professor of Biological Sciences at H o p e from 1909-1926. T h e income from this fund is to be used for furthering the College's biology program. Given by T. Elliot and Katherine Weier, in recognition of an imaginative and inspiring teacher.

Endowed Lectureships D A N F O R T H R E L I G I O U S S P E A K E R S F U N D — T h e Danforth Foundation provides an e n d o w m e n t fund at H o p e College wh o s e annual interest is to utilize the enrich ment of the Religious Life Program on campus. T h e goals of the fund are as follows: 1) to deepen and enlarge the religious dimension of the c a m p u s family through speakers w h o can reflect on the broad, interdenominational and yet positive sense of the Judaeo-Christian perspectives of lifeand existence; 2) to promote the enrich ment of spiritual life on c a m p u s through intensification of student-faculty relations on the interpersonal encounter and dialogue level. E V A L E E N H O U T S P E L G R I M M E Y E R L E C T U R E S H I P — A n e n d owed lectureship established by Pamela White Hadas in honor of her grandmother, Eva Leenhouts Pelgrim Meyer, ’17, w h o served for a n umber of years on the H o p e College Board of Trustees. T h e income from this fund is used to annually bring a distinguished artist to the campus, for a public event. Normally, this event is sponsored by the W o m e n ’s Studies Committee and features a w o m a n artist or scholar of the arts w h o speaks about her work and, in the case of a writer, reads from her works. T H E J A M E S W. A N D J E A N N E T T E N E C K E R S L E C T U R E S H I P IN C H E M I S T R Y Established by Dr. J a m e s W. and Jeannette Hoffman Neckers ’23 to fund annual lec tureships in Chemistry. It is the Neckers’hope that bringing outstanding chemists to the c a m p u s will enhance the reputation of the College and increase the knowledge and enthusiasm of the faculty and students. Dr. Neckers w a s Chairman of the Department of Chemistry at Southern Illinois Uni versity at Carbondale for 37 of his 40 years at the University. Under his leadership, the department grew from a 3-year offering of Chemistry to one leading to the Ph.D., and a senior faculty that grew from 3 to 23. 326 T H O M A S S T A L E Y L E C T U R E S H I P — The Staley Distinguished Christian Scholar Lecturer Program is a project of the T h o m a s F. Staley Foundation of N e w York and Florida, and w a s established in m e m o r y of Dr. and Mrs. T h o m a s F. Staley and Judge and Mrs. H.H. Gaynes of Bristol, Tennessee. The T h o m a s F. Staley Foundation believes that the Christian gospel, w h e n proclaimed in its historic fullness, is always contemporary, relevant and meaningful. T h e Foundation encourages intellectual understanding, spiritual conviction and commitment to service in Christ’s name. To this end, the Foundation seeks to bring to college and university campuses of America distinguished Christian scholars w h o have comparable viewpoints and w h o can c o m municate clearly with the several m e m b e r s of the academic community.

E N R O L L M E N T REPORT - 1984-85 Women 396 300 330 227 123 1,376

Mem 324 294 307 166 83 1^174

Freshman Sophomores Juniors Seniors Specials TOTAL

Total 620 594 637 393 206 2,550

Geographical Distribution of Students T h e United States and Territories: Michigan 1,925 Wisconsin Illinois 155 California N e w York 101 Connecticut N e w Jersey 61 Florida Ohio 33 Minnesota Indiana 26 Colorado Also:i: Alabama Arizona Arkansas District of Columbia Georgia Hawaii Kansas

Kentucky Maryland Massachusetts Montana Nebraska N e w Hampshire N e w Mexico

Foreign Countries Represented: Antigua Ethiopia Austria France Bahrain W est G e r m a n y Brazil Ghana Cambodia Haiti Canada Honduras Chile H o n g Kong China Iran Colombia Italy Costa Rica Japan Dominican Republic Korea Ecuador Kuwait England Laos

25 18 13 12 10 9

Pennsylvania Missouri Virginia Iowa Maryland

North Carolina Oklahome Puerto Rico R h o d e Island South Dakota Tennessee Texas

8 7 7 5 5

Utah Verment Virgin Island Washington Wyoming

Lebanon Malaysia Mexico Netherlands Peru Philipines Poland Singapore Somalia Spain Venezuela Viet N a m

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INDEX academic advising, 49 Academic Affairs Board, 53 academic honors, 316^ academic honesty, lOr academic regulations, 101 academic sessions, 110 Academic Support Center, 49 academic standing, 102 academic warning, 102 accommodations, living, 47 accreditation, 109 ' A C T (testing program), 76 activities, student, 62 adding courses, 103 Administrative Affairs Board, 53 administrative officers. 296; staff, 296 admissions, requirements for freshmen, 76; transfer students, 77; international students, 78; special or part-time students, 78 advanced placement program (APP), 79 advising program, 49 advisors, Pre-Professional Program, 268 African studies program, 117 aid, financial, 81; Hope College programs. 82; federal programs, 82; state programs, 82 aims of college, 5 Alpha Epsilon Delta, 32 Alpha Phi Omega, 64 330 Alumni Association, 304 American Chemical Society, accredited by, 109 anchor (student newspaper), 67 appeals, for academic waivers, 106 application fee, 76 application for degree, 108 archives, 38 art, courses in, 120-123; exhibits of, 60; minor, 121; scholarships, 305 Arts Program in N e w York, 114 Asian studies program, 117 athletics, 69; intercollegiate, 71; policy and procedures, 71; intramurals, 74 attendance, class, 105 auditing a course, admission requirement, 104; regulations, 104 awards and honors, 316 baccalaureate. May 4,1986; see calendar, 2 bachelor of arts degree requirements, 89 bachelor of arts degree with major in music, 212

bachelor of music degree requirements, 210 bachelor of science degree, 89 bands, concert, 62; stage, 62; jazz, 62 baseball, 73 Basic Educational Opportunity Grant, 82 basketball, m e n ’s and w o m e n ’s, 73 Beta Beta Beta, 32 Bible, courses in, 252-256; requirements for a degree, 252 bills, payable, 88 biochemistry, courses in, 132 biology, courses in, 124-128; research assistantships. 111; honor society, 32; minor, 125 board and room fees, 87 Board of Trustees, 275 Bogota program, 118 bookstore, 42; the Geneva Fund, 307 botany, courses in, 125 building and campus facilities, see campus map, 328 business administration, courses, 150-155 calendar, 2 C a m p u s Activities Office, 62 C a m p u s Community Hour, 62 campus employment, 84 C a m p u s Life Board, 53 campus map, 328 Career Planning and Placement Services, 50 certification, teacher, 157 change of courses, 103 Chapel Choir, 62 chapel services, 58 chaplain, college, 56 Chemistry, courses in, 129-134; research assistantships in. 111; minor, 131; scholarships in, 305 choirs, chapel, 62; m e n ’s and w o m e n ’s, 62 chorus, 62 Christian ministry & church vocation, pre professional program, 268 church work, pre-professional program, 268 class attendance, 105 classes, schedule of, 2 classical studies, courses in, 173-174; majors, 173; honors societies, 32 classification of classes, 105; of grades, 101

CLEP, 106 clinic, health, 50,51; personnel; 301

clubs & organizations, 64,67 coaching staff (athletics), 73 college credit by examination, 79 College Level Examination Program (CLEP), 79,106 College Scholarship Service, 80 college work-study, 84 Collegium Musicum, 62; courses in, 217 commencement, see calendar, 2 communication, courses in, 135-140; minor, 136; composite major with English, 97 community government, 53 competitive (Michigan) scholarships, 83 composite majors, 95; application, 95; for communication-English, 97; education student, 95; geology-physics, 96; geology-chemistry, 96; international education, 97; social work, 96 computer center, 40 computer science, courses in, 141-144; minor, 142; pre-professional program, 268 concerts, 62 conduct, regulations on, 55 Contract Curriculum, 98,99,100 Cooperative Undergraduate Program tor Critical Languages, 113 correspondence credit, 106 costs, semester fees, 87 Counseling, Career Planning and Placement Center for, 50 Counseling services, 50 courses, descriptions of, 120-267; adding and dropping of, 103; repetition, 103; withdrawal from, 103; course number guide, 119 credit by examination, 106 credit hours, definition of, 119; requirements for graduation, 98; class classification, 105 cross country, 73 cultural affairs, 60 Cultural Affairs Committee, 60 cultural history, requirements for degree, 90 c u m laude honors, 109 cumulative average, 102 curricular requirements, 101-109 curriculum, 120-267; objectives of, 89; offerings of, 120-267; pre-professional programs, 268-274 dance, courses in, 145-149; minor, 145; production, 60

degree program, 89; application for, 108 Delta Omicron, 32 Delta Phi Alpha, 32 dentistry, pre-professional program, 273 deposit, enrollment, 87 departmental major, 95; examinations, 107; discretionary funds, 325 designated scholarships and grants, 305-315 DeWitt Student and Cultural Center, 41 dining facilities, 51 diplomatic & government work, 269; pre足 professional programs, 268 domestic study opportunities, 113-115 dormitories, 52 D o w Health & Physical Education Center, 45 drama, courses, 262-267 dropping courses, 103 earth science, see geology, 184 economics & business administration, 150-155; minor, 151 education, courses in, 156-163; scholarships, 305; composite major, 95; teaching English as a foreign language, 161 Education Opportunity Grant, 82 educational opportunities abroad, 115 elementary school teaching, pre足 professional program, 271 employment, student, 84 endowed chairs, 323; lectureships, 326 engineering, pre-professional program, 272 English, courses in, 164-170; honor society, 32; minor, 165 English as a foreign language, courses in, 175 enrollment report, 327; deposit fee, 87 entrance examination, 76 entrance requirements, freshman, 76; transfer students, 77; foreign students, 78 Environmental Health Science, pre足 professional programs, 273 Eta Sigma Phi (honor society), 32 European study programs, 116 evangelism, 58 exams, schedule, 2 expenses, students, 87-88 facilities, campus (see map) faculty advising program, 49 faculty, roster of, 276-295 (F.F.S.) family financial statement, 81,82 federal financial aid, 82 fees, student, 87; transcript, 108

331

fellowship nominations, 322 field hockey, 73 financial aid, 81-86 financial assistance, 80 food services, 51 football, 73 foreign, cultural studies degree requirements, 90-92 foreign languages and literature, courses in, 171-183 foreign language clubs, 32 foreign students, admission of, 78; countries represented, 327 foreign study opportunities, 115-119 fraternities, 64 French, courses in, 175-178; honor society, 32; minor, 176 freshmen, admission, 76; music awards, 316; standing, 105 funded scholarships, 305-315 general scholarships, 305-315 Geneva Fund, 307 geology, courses in, 184-189; club, 32; composite major with physics, 96; composite major with chemistry, 96; minor, 185 German, courses in, 178-181; honor society, 32; minor, 178 gift aid programs, 82 G L C A programs, 113 glossary of terms, 119 golf, 73 332 government, community, 53 grading system, 101 graduate study, pre-professional program, 268 graduation awards and honors, 109 grants, 82 grants-in-aid, 81 Graves Hall, 43 Great Lakes Colleges Association, programs, 113-115 Greek, courses in, 174 Groningen, chemistry study program, 116 guaranteed student loan, 83 guidance, 49 gymnasium, D o w Center, 45 health services, 51 Higher Horizons, 67 history, courses in, 190-195; minor, 191 Holland, Michigan, 37 Hong Kong, study in, 117 honor societies, 32 honors and awards, 316-322

Hope College, historical sketch, 4; purposes, 5 Hope College Band, 62 Hope College Chapel Choir, 62 Hope College Oratorio Chorus, 62 Hope College Orchestra, 62 Hope College Symphonette, 62 Hope College Theatre, 60 housing, 52 housing regulations, 55 illness, 51 incompletes, 101 independent study, 105 intercollegiate athletic program, 71; policy < and procedures, 71 interdisciplinary studies, courses in, 196-204 Interfraternity Council, 64 international education, programs ' available, 110-118; composite major, 97 international students, admission of, 78; countries represented, 327 interviews, 77 intramural athletics, 74 Japan, study in, 117 jobs, campus, 84 journalism, pre-professional program, 269; courses in, 138; 165-166 judicial board, 55 June term, 110 junior standing, 105 laboratory fees, 87 Lambda lota Tau, 32 language programs at other colleges, 113 languages, scholarships, 305 late registration, fee, 87 Latin, courses in, 173; minor, 173 Latin American studies program, 118 law, pre-professional program, 269 liberal studies, degree requirements, 89 librarianship, pre-professional program, 270 library. Van Zoeren, 38 linguistics, courses in, 181 literary magazine, student written, 67 literature, courses in, 167-169 living, accommodations, 47 load, student study, 105 loans, 83 Lubbers Hall, 42 m a g n a c u m laude honors, 109 major, definitions, 119; departmental, 95; composite, 95; for education student, 95 m a p of campus, 328

marking, system of, 101 mathematics, courses in, 205-209; minor, 206; requirements for degree, 205; club, 32 M ay term, 110 media, student, 67 medical technology, pre-professional programs, 273 medicine, pre-professional program, 273 m e n â&#x20AC;&#x2122;s intramural sports, 74 merit scholarships, 85,86 Michigan Competitive Scholarships, 82 ' Michigan Intercollegiate Athletic Association, member of, 71 Michigan Scholars in College Teaching Program, 271 Michigan Scholarship & Tuition grant programs, 82 Milestone, The (yearbook), 67 Ministry of Christâ&#x20AC;&#x2122;s People, 58 minor, definition of, 98 Mortar Board (honor society), 32 Music, courses in, 210-217; fees for private lessons, 87; minor, 210; scholarships, 305; pre-professional program, 268 National Association of Schools of Art, t accredited by, 109 National Association of Schools of Music, ' accredited by, 109 , National Council for Accreditation of I Teacher Education, accredited by, 109 'f/ National Collegiate Athletic Association (NCAA), member of, 71 National Direct Student Loan, 83 National Merit Scholarships, 85 natural sciences, degree requirements for, 92 newspaper, student, 67 N e w York Arts Semester, 114 non-academic programs abroad, 118 non-degree students, 78 non-returning students, 103 North Central Association of Colleges and Secondary Schools, accredited by, 109 nursing, courses in, 218-220 Nykerk Hall of Music, 44 oceanography, see geology, 184 . off-campus study opportunities, 112 Omicron Delta Epsilon, 32 Opus, The (literary magazine), 67 I oratorio chorus, 62 I orchestra, 62 I organizations, student, 62-67 Pan Hellenic Board, 64

pass-fail option, 104 Peale Science Center, 43 Phi Alpha Theta, 32 Phi Beta Kappa, 32 Phi Epsilon Kappa, 32 Phi M u Alpha Sinfonia, 32 Philadelphia, semester in, 113; courses in, 197-200 pHilosophy, courses in, 221-224 physical education and recreation, courses in, 225-233; honor society, 32; minor, 226 physics, courses in, 234-242; minor, 236; society, 32; scholarships, 305; composite major with geology, 96 Pi Delta Phi. 32 Pi Kappa Delta, 32 Pi M u Epsilon, 32 Pi Sigma Alpha, 32 placement services, 50 plagiarism, 102 political science, courses in, 243-247 Pre-professional Program, 268-274; advisors for, 268 prerequisite, defihition of, 119 Presidential scholarships, 85 probation (academic standing), 102 professional education sequence, 156-158 professions, pre-professional program, 268 programs for talented students, 111 Psi Chi (honor society), 32 psychology, courses in, 248-251; club, 32; minor, 249 psychology-sociology, composite major, 96 public speaking (see department of communication), 135 publications, student, 67 quality points, 98,101 radio, W T H S , 67 reading center, 49 readmission, 79 recitals, 62 recreation, courses in, 231-233 Reformed Church in America, affiliation with, 4 refunds, 88 registration, see calendar, 2 regulations, academic, 101; college, 55 religion, courses in, 252-256; minor, 253; requirements for degree, 98; scholarships, 305 religious dimension, 56 repeating a course, 103 requirements for graduation, curricular, 89-94; major, 94-98 research, independent, 105

333

334

residence requirements, 98 residence halls, see campus map, 328 room and board fees, 87 Russian, courses in, 181 S AT (testing program), 76 scholarships, 305; departmental discretionary, 325; funded, 313; gift aid, 82; general, 305 Schoon Meditation Chapel, 43 science, requirement for degree, 92 secondary school teaching, preÂ professional, 271 semester hours, 98; definition of, 119 semesters, see calendar, 2 Senior Honors Project, 105 senior seminar, requirements for degree, 94; courses in, 202-204 senior standing, 105 service organizations, 64-67 services, worship, 58 sessions, academic, 110; see calendar, 2 Sigma Delta Pi, 32 Sigma Xi, 32 Sno w Auditorium, 44 soccer, 73 Social Activities Committee, 64 social life, 62 social science, requirements for degree, 92 social ministries, 58 social work, pre-professional program, 270 sociology, courses in, 257-261; minor, 258 softball, 73 sophomore competency in writing, 108 sophomore standing, 105 sororities, 64 Spanish, courses in, 181-183; honor society, 32; minor, 181 special academic programs, 111-119 special education, 157 special students, 78 speech, courses in, see communication, 135 sports, 73; statement of purposes and policies, 71 state financial aid, 82 Student Congress, 55 student expenses, 87 student health services, 51 student load, 105 s u m m a c u m laude honors, 109 summer sessions, 110 Supplemental Education Opportunity Grant (S.E.O.G.),82 swimming (men & women), 73 Symphonette, 62 system of grading, 101

talented students, programs for, 111 teachers, certification, 156-157 teacher placement service, 158 teaching, pre-professional program, 271 tennis (men & women), 73 theatre, courses in, 262-267; laboratory fees, 87; minor, 263; productions, 60 three-two program in engineering, 272 TOEFL, admissions requirements for foreign students, 78 track (men & women), 73 transcript of record, 108 transfer credit, 104 transfer students, credit by examination, 106; credit from other colleges, 77; record of, 108; admission, 77 Trustees, Board of, 275 tuition, cost of, 87 Upward Bound program. 111 Urban Semester in Philadelphia, 113; courses in, 197-200 VanderWerf Physics-Mathematics Hall 40 Van Zoeren Library, 38 varsity athletics, 73 Vienna summer school, 116 visits by prospective student, 77 volleyball, 73 W T H S , radio, 67 waivers, academic, 106 Washington Semester Program, 113,247 Wichers Auditorium, 44 S withdrawal from college, 103; from courses, 103 w o m e n â&#x20AC;&#x2122;s intramural sports, 73 work opportunities, 84 work load, academic, 105 work study program, 85 worship, 58 . wrestling, 73 writing center, 49 writing, sophomore competency in, 108 yearbook, campus, 67

C O R R E S P O N D i N C i DIRECTORY OfficersoftheCollegewillbe happytoanswerquestions. Forpromptattentionin quiriesinspecificareasshouldbe addressedto: Admissions Information regarding admission to college. OfficeofAdmissions, 262 CollegeAve. Financiai Aid Admissions and financial aid requirements, c ampus jobs, application forms, catalogs, etc.

FinancialAidOffice,DeWittCenter

Educational Pirograinni, Tiransaripts, A c a d e m i c Repoirts Information on courses of study, requests for transcripts and correspondence regard ing transfer work or withdrawal.

The Registrar, DeWittCenter

Student Seirvices Information about enrolled students — general welfare, health, counseling sen/ices.

Dean ofStudents, DeWi'ittCenter

B u s iness Matters Payment of college fees, repayment of student loans and other business m_atters.

BusinessManager, DeWittCenter

The Development Program Information on annuity investment opportunities, gifts, and bequests.

OfficeofDevelopment, DeWittCenter

Foreign S t u d y P r o g r a m s DirectorofInternationalEducation

S u m m e r Sessions Information about admissions, fees, course offerings, etc. ( S u m m e r catalog printed in March)

DirectorofSummer Sessions, DeWittCenter General Information a n d Policy Matters other than those previously specified.

The President, DeWittCenter

335

IMPORTANT DATES F O R PROSPECTIVE STUDENTS Financial Aid Deadlines for Priority Consideration Students should apply for admission and submit the Financial Aid Form (FAF) by the following dates; Fall Semester Spring Semester 1. Freshmen: March 1 * 1. Freshmen: Dec. 1 2. Transfers: M a y 1 2. Transfers: Dec. 1 'Michigan Residents by January 31

Merit-Based Scholarship Deadline February 15,1986 (Postmark Date) Campus Visitation Days for High School Students & Parents Friday, October 18,1985 Friday, January 17,1986 Friday, N o v e m b e r 1,1985 ■ Friday, February 7,1986 Friday, No v e m b e r 8,1985 Friday, March 7,1986 Friday, No v e m b e r 22,1985 Friday, April 11,1986 J U N I O R DAY; Friday, April 18,1986 National Testing Deadlines A C T — For information see your high school guidance counselor. H o p e College C o d e N u m b e r is 2012 October 26,1985 April 12,1986 De c e m b e r 14,1985 June 14,1986 February 8,1986 S A T — For information see your high school guidance counselor. H o p e College C o d e N u m b e r is 1301 No v e m b e r 2,1985 March 15,1986 336 De c e m b e r 7,1985 M a y 3,1986 January 25,1986 June 7,1986 P S A T — For information see your high school guidance counselor. H o p e College C o d e N u m b e r is 1301 Saturday, October 19,1985 Tuesday, October 22,1985 Deposit Deadlines Freshmen: $200 by M a y 1 Transfers: $200 by M a y 1

THE C O V E R The cover of the H o p e College Catalog contin ues a series of photographs of scenes that started in 1972-73. This year’s photo w a s taken by Jim Cronk, (©Photographic Illustrations) of Zeeland, Michigan w h o is a 1969 H o p e College graduate. H e also contributed the cover photo in the 1973-74 H o p e College Catalog. This photo is also published as a poster. A copy can be obtained by writing the Office of Admissions.

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